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2.3- Assignment (Unit 2): Demonstrate how to safely extinguish a campfire & explain how this can be taught to a client group
Produce a detailed step by step guide of how to safely extinguish a fire, explaining throughout how you would teach this to your client group. For reasons of authenticity as part of the introduction the learners face must be included and learner should be seen clearly throughout the visual demonstration. Demonstrate safety procedures throughout.
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Produce a detailed step by step guide of how to safely extinguish a fire, explaining throughout how you would teach this to your client group. For reasons of authenticity as part of the introduction the learners face must be included and learner should be seen clearly throughout the visual demonstration. Demonstrate safety procedures throughout.
Unit 2 1.3 Demonstrate the safe checking, cleaning, maintenance and storage of tools at a Forest School Youtube link
Youtube link 1.3- Assignment (Unit 2): Demonstrate the safe checking, cleaning, maintenance and storage of tools at a Forest School Demonstrate the safe checking, cleaning, maintenance and storage of tools as a Forest School
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Youtube link 1.3- Assignment (Unit 2): Demonstrate the safe checking, cleaning, maintenance and storage of tools at a Forest School Demonstrate the safe checking, cleaning, maintenance and storage of tools as a Forest School
Unit 1 Forest School Leadership Lev 3
all passed assignments for Unit 1 Level 3 Forest School Leadership Levl 3
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- Unit 1 Forest School Leadership Lev 3 assignments 1.1, 2.1, 3.1, 4.1, 4.2 • Other
- 1.2- Assignment (Unit 1): Differentiate between broadleaved and coniferous woodland ecosystems • Other
- Vertical and Horizontal Layers • Other
- 4.2- Assignment (Unit 1): Explain ways to involve learners in sustainable woodland management • Other
- 4.1 sustainability of current and historic woodland management • Other
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all passed assignments for Unit 1 Level 3 Forest School Leadership Levl 3
3.1- Assignment (Unit 1): Explain the importance of flora and fauna identification for the Forest Schools leader
3.1- Assignment (Unit 1): Explain the importance of flora and fauna identification for the Forest Schools leader Identify the opportunities afforded through understanding the natural space and the flora and fauna. Identify the responsibilities a Forest Schools Practitioner has in caring for the space and the learners using it. Include how Practitioners might consider the seasons and sustainability through knowing the flora and fauna on the site.
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- • 3 pages •
3.1- Assignment (Unit 1): Explain the importance of flora and fauna identification for the Forest Schools leader Identify the opportunities afforded through understanding the natural space and the flora and fauna. Identify the responsibilities a Forest Schools Practitioner has in caring for the space and the learners using it. Include how Practitioners might consider the seasons and sustainability through knowing the flora and fauna on the site.
powerpoint to show types of woodland management
Explain how woodland management techniques have been or are currently employed in your locality, region or nation. Relate each of them to the concept of sustainability and to what extent they provide opportunities to contribute to this.
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- • 5 pages •
Explain how woodland management techniques have been or are currently employed in your locality, region or nation. Relate each of them to the concept of sustainability and to what extent they provide opportunities to contribute to this.
4.1 sustainability of current and historic woodland management
Explain how woodland management techniques have been or are currently employed in your locality, region or nation. Relate each of them to the concept of sustainability and to what extent they provide opportunities to contribute to this.
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- • 3 pages •
Explain how woodland management techniques have been or are currently employed in your locality, region or nation. Relate each of them to the concept of sustainability and to what extent they provide opportunities to contribute to this.
4.2- Assignment (Unit 1): Explain ways to involve learners in sustainable woodland management
Consider what benefit can come from regularly having access to nature. Also, include your thoughts/observations on the sense of place possible through regular access. Consider your role as a Practitioner and how that could help foster positive attitudes towards sustainability. Explore the types of experiences that you believe would be beneficial for learners in order to promote a sustainable mindset towards woodlands.
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- • 5 pages •
Consider what benefit can come from regularly having access to nature. Also, include your thoughts/observations on the sense of place possible through regular access. Consider your role as a Practitioner and how that could help foster positive attitudes towards sustainability. Explore the types of experiences that you believe would be beneficial for learners in order to promote a sustainable mindset towards woodlands.
Vertical and Horizontal Layers
1.1- Assignment (Unit 1): Explain the vertical and horizontal ecological structures of Woodland Explain the canopy, shrub, field and ground vertical layers of woodland. Explain the scrub, pioneer stages of woodland along with glades. Explain what influences the spacing and density of trees within woodland. Explain how planted and self-set woodland differ in their structure.
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- • 5 pages •
1.1- Assignment (Unit 1): Explain the vertical and horizontal ecological structures of Woodland Explain the canopy, shrub, field and ground vertical layers of woodland. Explain the scrub, pioneer stages of woodland along with glades. Explain what influences the spacing and density of trees within woodland. Explain how planted and self-set woodland differ in their structure.
1.2- Assignment (Unit 1): Differentiate between broadleaved and coniferous woodland ecosystems
1.2- Assignment (Unit 1): Differentiate between broadleaved and coniferous woodland ecosystems
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- • 3 pages •
1.2- Assignment (Unit 1): Differentiate between broadleaved and coniferous woodland ecosystems
Unit 1 Forest School Leadership Lev 3 assignments 1.1, 2.1, 3.1, 4.1, 4.2
All assignments from Unit 1, Forest School Leadership Lev 3. All graded and passed. 1.1 Explain the vertical and horizontal ecological structures of Woodland 1.2 Differentiate between broadleaved and coniferous woodland ecosystems 2.1 - Identify a range of flora and fauna for own site, detailing identifying traits for each of them 3.1 - Explain the importance of flora and fauna identification for the Forest Schools leader 4.1 - Explain the sustainability of current and historic woodland man...
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- • 36 pages •
All assignments from Unit 1, Forest School Leadership Lev 3. All graded and passed. 1.1 Explain the vertical and horizontal ecological structures of Woodland 1.2 Differentiate between broadleaved and coniferous woodland ecosystems 2.1 - Identify a range of flora and fauna for own site, detailing identifying traits for each of them 3.1 - Explain the importance of flora and fauna identification for the Forest Schools leader 4.1 - Explain the sustainability of current and historic woodland man...
TOSE Lesson Plan for teaching Geography- The Earth and its Layers
TOSE Lesson Plan for teaching Geography- The Earth and its Layers
Assignment / Lesson Plan One-to-one and Online English Teaching
Business English Assignment Lesson Plan
Unit 5 2.1 Observe 3 individuals and assess the impact of Forest School on their behaviour and learning