Risk Assessment: Making a Board Game out of Wood (In the Forest, at night!)

According to the HSE (2001), a hazard can be defined as something that has the potential to cause harm or adverse effects. A risk on the other hand, is referred to as the possibility of experiencing harm, loss or danger (Yates and Stone, 1992).

The aim of a risk assessment is to suitably identify the risks involved with an activity and develop methods of managing them (Barton, 2007). In other words, they are put in place to ensure that hazardous tasks are carried out safely and in line with legislation. In relation to the measurement of the level of risk, Mortlock (1984) stated that ‘anything that exists, exists in some quantity and can therefore be measured’. The risk assessment takes into account the level of risk associated with each section of the session, and is measured through the following equation: 

Probability x Consequence 

Since the students taking part in this session are relatively young, and they have limited knowledge of using certain equipment, the general risks involved tend to be higher. However, once extra control measures were put in place, most of the actions became moderate-low level risks. Although it is essential to carry out an assessment before an activity commences, it is just as, if not more important to constantly monitor the level of risks and maintain a continuous balance of the risks as the session progresses. This is known as a dynamic risk assessment (Hodgson & Berry, 2011). Evaluating the weather is a prime example of where a dynamic risk assessment is vital. Although we are partially able to plan ahead in terms of weather due to forecasts, we can never be completely sure that it will be constant throughout the session. The session outlined below was postponed due to poor weather on the day it was due to take place, and was re-arranged for a clearer night. 
 

          Figure 1. Risk Assessment scoring categories

Task step	Hazards Identified	Score – No controls	Control measures	Score - Post Controls	Further action or changes required during/ after event?	Post event score
Searching for Hazel Tree and cutting down branches	Slips, trips, falls	8	Use the paths or instruct children to look where they are walking and avoid certain areas.	3	No further action required, children were sensible about where they were walking.	1
	Thorns, thistles piercing skin	4	Appropriate clothing should be worn, children should be aware to look out for hazardous plants	3	No further action required.	1
	Branches falling when they are cut causing injury to head/ other	12	Group to be standing away from where the branch is. One person to hold branch whilst it is being cut so it does not fall onto people.	6	No further action required. However, one child did accidently hit his friend on the head with a stick. He then realised that it was not appropriate to be waving sticks around near other people.	2
	Using secateurs, slipping or misusing and causing injury	12	Children instructed how to carry and use tools correctly and safely. Gloves to be worn when using tools.	4	No further action required. The children worked well together and helped each other out when using equipment	2
Removing bark from hazel	Slipping when using peelers or secateurs and cutting yourself	8	Peel or cut away from body, making sure fingers are out of the way.	2	Children sat in a group with adequate space around each person so they each had room to work carefully.	1
Placing tin containing debarked hazel on the fire	Burns	12	Heat protection gloves to be worn and be cautious when close to the fire.	6	This was done by an adult on the evening.	4
Searching for larger tree branches to make counters in the dark and chopping them down	Slips, trips and falls	12	Use the designated footpaths in the dark so as not to get lost. Appropriate footwear to be worn and sensible behaviour when searching for branches.	4	No further action required.	2
	Slipping when using shears/ misusing them	16	Gloves to be worn when cutting branches, head-torch should be worn to make cutting easier and more accurate.	6	We searched for a tree that was near the footpath so it was easy to access and chop down.	3
	Falling branches – head or other injury	16	All available light to be shining on or near the branch that is being cut.	6	Children held the branch whilst it’s being cut so that it didn’t fall onto them.	3
Using saws to cut branches into smaller pieces in the dark	Slipping/ misusing and causing major injury	20	All children to adopt the ‘safety position’ when using saws. Working together in pairs to help each other guide the saw through the branches and avoid injury. Pairs to be spread out so as not to obstruct others in the group.	9	We worked as a group of four when using the saw as it was difficult in the dark, and it was necessary to have adult supervision during all use of it. I helped the group by holding the branch still whilst one pair cut the branch using the saw together. The other pair shone their torches on the saw so that everyone could see well enough. We then swapped over so both pairs got to use the equipment.	3
Debarking ‘counters’ using knives and peelers in the dark	Cuts, grazes, minor injury	8	Using any available light so it’s easier to see. Knives and peelers to be used away from the body, making sure fingers are not obstructing.	2	No further action required.	1

Throughout the evening, a dynamic risk assessment was necessary. This involved having all my senses constantly alert in order to gain as much information about the surrounding environment as possible. For example, any changes in weather, children’s physical, mental and emotional condition and terrain were constantly being monitored. Dynamic risk assessments are important as changes are sometimes required during events to ensure the smooth running of them. There were aspects of the evening that had to be altered, such as only using one saw at a time due to poor visibility. This meant that there was adequate adult supervision and therefore there was less possibility of an injury occurring. It also contributed to the learning intention of encouraging the children to work together as a team. Each child had a specific job when we were cutting the branches e.g. one person was on light duty shining the torch at the saw, one child was collecting the pieces we were cutting, and the other two children were using the saw together. Overall, the evening ran smoothly and the learning outcomes appear to have been achieved.

References

Barton, B. (2007). Safety, risk and adventure in outdoor activities. London: Paul Chapman. p59

Hodgson, C. and Berry, M. (2011). Adventure education: an introduction. London: Routledge. p46-62.

HSE Books (2001). Reducing risks, protecting people: HSE’s decision-making process. Norwich: Crown copyright. p6.

Mortlock, C. (1984). The Adventure Alternative. Milnthorpe: Cicerone Press Ltd.

Yates and Stone (1992) Cited in: Vertzberger, Y. (1998). Risk Taking and Decision Making. California: Stanford University Press.

The Science of Dyeing Fabric

The History of Dyeing

Prior to William Perkins (British Chemist) invention of chemical dyes in 1856, all textile dyeing was done using organic materials such as lichens, plants or insects. Many of these natural substances used for dyeing were expensive and labour intensive to extract. At the time, dye that was purple was made from the glandular mucus of certain molluscs.  However, when Perkins accidently discovered how to make the chemical dye Mauveine, he realised that this could be used as a substitute for purple dyes and could be produced much quicker and on a larger scale.

                                    Letter from Perkins with sample of dyed silk.

What happens when you dye a piece of fabric?

When you die a piece of fabric, the fibre and water are in competition for the dye.  This battle is resolved by carefully controlling variables such as temp, pH and auxiliary chemicals. Reactive dyes require alkali and substantial amounts of salt to create a bond between the fibre and the dye. Reactive dyes are used to dye cellulose fibres such as cotton and linen. Acid dyes on the other hand, are used to dye protein fibres such as silk and wool. Mild acids such as vinegar can be used to lower the pH of the dyebath so that it is slightly acidic which causes the dye to bond to the protein fibres.


Step by Step of Natural Dyeing

•       Berries

•       Water

•       Iron rock salts

•       An old saucepan

•       Material to dye (preferably a light colour e.g. white or cream)

•       Gloves to wear when handling the dyed fabric as it may stain your hands otherwise!

    What to Do:

•       Make the colour fixative – Mix half a cup of iron rock salts with 8 cups of cold water.

•       Soak the fabric in the colour fixative for about an hour before you start the dyeing process. This prepares the fabric to accept the dye.

•       Make the dye – Chop the berries and place them in a saucepan. Add twice as much water and bring to the boil. Simmer for about an hour and strain.

•       Rinse the fabric that has been in the fixative for an hour in cool water until the water runs clear.

•       Put the fabric into the dye and leave it to sock. For a stronger shade, leave the material in the dye overnight.

• Try tying rubber bands around the material before putting into the dye to make patterns on the fabric.

Other Natural dyes you can use:

Follow this link for a video on 'Dyes and Dyeing' 

Follow this link for a video on 'The Chemistry of Natural Dyes'

How Can Music Affect Your Relationship with the Outdoors?

What is music and where did it come from?

In order to decipher where music originated from, it must be defined. There are a variety of definitions, including:

“Music is indefinable by words alone. It is not only something you hear, but something you feel.”

- Urban Dictionary.

“A sound perceived as pleasingly harmonious"

- Oxford dictionary.

“An art of sound in time that expresses ideas and emotions in significant forms through the elements of rhythm, melody, harmony, and colour”

- Dictionary.com

With the above in mind, it is difficult to establish when music began, but it is everywhere nowadays. Whether we are driving in the car listening to a CD or strolling around the supermarket, it seems there is no place to escape it. Unless of course, you are taking a stroll in the woods far away from the city. Even then, is it true to say that music in some form cannot be heard? The sound of your footsteps making a beat as you walk. The trees swaying in the background as the wind whistles past you. The tweeting of a bird or the distant noise of a waterfall flowing. Perhaps music came from our ancestors who communicated using sounds, rather than the language we know and use today? Or is it possible that it originated from a combination of the sounds that nature generates.

How has music affected my relationship with the outdoors?

When I listen to music by Einaudi, I find I relate the sound to nature. The music is peaceful and creates a relaxing ambience. Many of his pieces have been described as ‘the welcome sound of stillness in a hectic world.’ This also reminds me of nature, as I frequently find myself enjoying the serenity of natural environments and using them as an escape from the often chaotic day-to-day routine.

Having researched Einaudi, I have discovered that the inspiration behind many of his tracks is linked to nature in some way. For example, his track ‘Le Onde’ was inspired by the view of the sea, and the way in which the waves keep sweeping in whilst reflecting the light which changes with each sweep.
In the album booklet, he wrote:

“If it were a story, it would have been set on the waterfront of a long beach. A beach with no beginning and no end. The story of a man walking along this shore, a man who perhaps never meets anyone there. His gaze lingers from time to time to observe some object or fragment taken from the sea, the footprints of a crab, a lone seagull. The landscape is always the sand, the sky, a few clouds, the sea. Only the waves change, always the same and always different, smaller, larger, shorter, longer.”

- Einaudi

Furthermore, his is track named ‘In a Time Lapse’ is related to the different seasons, and how in every moment of our lives we are discovering what we feel, what we see and what we smell. All of these things then shape the perspective we have on life and the way in which we experience it (Einaudi, 2011).

Music can and will be interpreted very differently by people. A group listening to the same piece of music may all relate to it in a completely different way, and make their own story to it. When I listen to Einaudi, I am reminded of the experiences I have had in the outdoors, and the times where I have had to stop in my tracks to admire the beauty of the natural world. His music therefore helps me reconnect with nature and reminds me of how important it is to sustain and conserve our incredible surroundings. 

To listen to Einaudi album 'Islands' follow this link>>

What Research Evidence Underpins Arguments For and Against Forest Schools?

According to Louv (2010) children have become disconnected with nature over time. Being outdoors used to be a regular part of a child’s life, but industrialisation caused children to be separated from the countryside and fresh air. Louv (2010) has suggested that this disconnection with nature, defined as Nature Deficit Disorder (NDD) could be the reason behind the growing number of children who suffer from physical and emotional health problems. Various educational and health service providers are beginning to realise that a deep cultural change is required if children are to reconnect with nature. Is it possible that Forest Schools could be the answer to this necessary change?

Forest School can be defined as a long-term process that offers people of all ages the opportunity to develop soft skills such as confidence and self-esteem (www.forestschoolassociation.org/). This can be achieved through a hands on learning experience in a woodland environment. Although there is substantial research demonstrating the benefits of Forest School on children’s demeanour both inside and outside of the classroom, the question still remains as to whether it can be used as a complete substitute for classroom teaching.

Jenner (2006) conducted a research project to determine the impact of Forest School on participating pupils. Two classes from a primary school in North Wales were involved in a 14-week programme, and a range of evaluative methods were used to gain information about the impact that it had. These methods included diaries written by the children, teacher assessments and parental questionnaires. The results concluded that the pupils who participated in this project displayed improved social skills, self-esteem, physical motor skills and motivation. In addition to this, they also developed their language and communication skills and gained a deeper knowledge and understanding of the environment. Although this research provides an insight into the initial benefits of Forest School, follow up research would be required to establish whether a short-term programme such as this has lasting effects.

Murray and O’Brian (2005) carried out a longitudinal evaluation of Forest School across Worcestershire, Shropshire and Oxfordshire. The thorough evaluation process involved not only participating pupils, but also Forest School Leaders, teachers, parents and non-participating students. This allowed the researchers to gain an understanding of the bigger picture. The results suggested that the impact of Forest Schools goes further than affecting the individuals who are directly involved. It creates what is known as a ‘ripple effect’ and expands within the family and the wider community.

This evaluation also highlighted some of the issues associated with Forest School, especially in terms of parental views. For example, it was noted that parents are not always enthusiastic at first, and often comment on the ‘muddy state’ of their children’s clothes. However, other parents see past this, one stating:

“The benefits of Forest School far outweigh a few muddy clothes each week. The learning that goes on each week is valuable and far different from that which might happen in the normal curriculum” (Esta’s Parent, Oxfordshire).

As shown below in Figure 1, the parents’ and practitioner’s comments suggest that Forest School has had a positive impact on the children involved in this research, and many have developed transferable skills.

Figure 1: Transferring skills developed at Forest School to other settings (Murray & O’Brian, 2005).

There appears to be a lack of research suggesting that Forest School has any negative effects. To my knowledge, the only issues that seem to have been raised regarding Forest School have been due to people having limited knowledge and understanding of how and why they work. In particular, parents often voice concerns about their children attending Forest School in all weather conditions and they question whether being outdoors in ‘bad weather’ is appropriate. Knight (2009) on the other hand supports the notion that there is ‘no such thing as bad weather, only bad clothing.’

In addition to this, there is a distinct acknowledgement that classroom time is limited in primary education and teachers often feel the need for academic justification for taking a day out of the classroom. Forest School does not necessarily have a direct influence on academic achievement, rather it is proposed that it increases confidence and self-esteem, which in turn is likely to have an indirect positive impact on academia.

Overall, the suggested and supported benefits of Forest School clearly outweigh any negative issues surrounding the subject. It seems that most Forest Schools provide weekly sessions for classes, rather than being a complete substitute for classroom based learning. There appears to be a healthy balance between Forest School sessions on a regular basis, and not limiting classroom time too much, allowing the development of more well-rounded individuals.

References

FSA. (2011). What is Forest School. Available: http://www.forestschoolassociation.org/what-is-forest-school/. Last accessed 1st October 2014.

Jenner, L. (2006). Forest School Research – Ysgol Pentre 06/07. Forest Education Initiative. 1-2.

Knight, S. (2009) Forest Schools and Outdoor Play in the Early Years. London: Sage. 

Louv, R. (2010). Last Child in the Woods: Saving our Children from Nature-Deficit Disorder. 2nd ed. London: Atlantic.

Murray, R. & O’Brian, L. (2005) ‘Such Enthusiasm – A Joy to See.’ An Evaluation of Forest School in England. New Economics Foundation. 1-80.

My Personal Philosophy of Environmental Education

My understanding of environmental education has transformed immensely over the past few weeks.  It has become clear to me that as Westerners we are often trying to find ways to adjust the environment to our way of life. However, other cultures, such as Bushmen would do the opposite. In simpler terms, someone who has knowledge of how precious their surroundings are, would adapt their way of life to suit the environment around them, as oppose to adapting the environment to suit their personal needs. As advised by Bill Stapp, founder of Environmental Education (1969) 

“It is imperative that man, wherever he lives, comprehend that his welfare is dependent on the proper management and use of these resources.” 

Moreover, we need to realise that as humans, we hold the responsibility to sustain and conserve our environment. This interrelationship between the community and surrounding land is dependent on the knowledge we have of it.

Having researched environmental education, I have come to the conclusion that it is based on providing knowledge and awareness of the natural environment, and its wealth of resources. The learning process involves not only increasing understanding, but also encouraging people to take responsibility for their actions. This can be achieved through the application of skills that allow for comprehensive decision making to take place.

Bill Stapp - The Concept of Environmental Education. http://hiddencorner.us/html/PDFs/The_Concept_of_EE.pdf

We hold the responsibility to uphold, sustain and conserve our environment. However, how can we do this if we do not have the knowledge required to do so? The children of today need to be educated about our environment so as to develop an eclectic knowledge of all the issues associated with sustainability, rather than specific issues being taught as more important than others. For example, when I was growing up I was taught that global warming was the biggest environmental issue that we have. Whereas the previous generation would have grown up being taught that waste pollution was the greatest issue. The picture below by Norman Rockwell (1960) was painted to represent the severity of waste pollution at this time. 

"Pollution" - Norman Rockwell (1960)

Although each generation appears to have some knowledge regarding environmental subjects, it seems that they do not hold awareness of the environment as a whole, which would be more beneficial for society. As stated by Nelson (1970): 

“We only have one world, we need to take care of her.”

References

Stapp, B. (1969) The Concept of Environmental Education. The Journal of Environmental Education. 32, 33-36.