About Our School Curriculum

Our approach focuses on strong relationships, emotional regulation and personalised pathways that help young people re-engage with learning and rebuild confidence.

Our curriculum is a young person-centred, therapeutic programme for those unable to access mainstream education due to SEMH needs. It blends trauma-informed practice, outdoor learning principles and individualised education to support cognitive, emotional, social and mental health development in a safe, nurturing environment.

It's Unique

Forest Schooling UK provides therapeutic, trauma-informed and nature-based pathways.

Our curriculum is built around our three core pathways, Roots, Nurture and Growth, and underpinned by our 8C’s Curriculum Framework.

At Forest Schooling UK, we do not group pupils by age or academic ability. Instead, we organise learning groups based on individual interests, strengths and emotional readiness.

This flexible approach allows young people to engage in meaningful, relevant activities that spark curiosity and build confidence. By focusing on interest-led learning rather than traditional year groups, we create a more inclusive and supportive environment where every child can thrive at their own pace.

Schemes of work include: English, Maths, Science, Information Technology, Geography & History, PE & Outdoors, Aesthetics and Creative Arts, PHSE

Our 8C's

Young people learn best when they feel emotionally safe, confident and settled. That belief sits at the heart of our practice. Our curriculum is guided by the 8 C’s:

Curiosity
Creativity
Criticism
Communication
Collaboration
Compassion
Composure
Citizenship.

These principles are embedded across everything we do, shaping how young people think, learn, manage emotions, work with others and understand their place in the world.

Together, the 8 C’s support academic learning, personal development and resilience, helping young people grow into capable, reflective and responsible individuals.

Roots

All young people begin on our Roots Pathway, where they are introduced to the 8 C’s curriculum. This pathway aligns with EYFS principles, focusing on emotional security, confidence and readiness to learn.

We start by helping young people feel safe and settled, building strong relationships, consistent routines and personalised plans that allow learning to happen at the right pace. Respect, inclusion and emotional wellbeing are central, with every young person’s voice and journey valued.

As confidence develops, young people take increasing responsibility for their learning through the 8 C’s framework.

Academic learning is fully integrated and meaningful. English, Maths, Science, Computing, Humanities, PE, Creative Arts and PSHE are woven naturally into daily experiences through storytelling, exploration, movement and emotional literacy. Learning is practical, purposeful and designed to support both personal development and academic progress.

Nurture:

In the Nurture Phase, young people grow in confidence as they feel emotionally safe, valued and ready to engage with gentle, purposeful learning. Light academic demands are introduced at the right time, including reading, writing and exploring topics that spark genuine interest.

Through the 8 C’s, young people develop self-expression, emotional regulation, collaboration and independence. Curiosity and creativity drive learning, while composure, respect and compassion support positive relationships and thoughtful choices.

As confidence builds, learners may access the AQA Unit Award Scheme, allowing small but meaningful achievements to be formally recognised and progress to be personalised.

Academic learning is fully integrated into practical, real-world experiences, making it purposeful, relational and emotionally safe, supporting both personal development and academic engagement.

Growth

When a young person is fully settled and confident, they move into the Growth Phase. This stage introduces more sustained learning and higher expectations, while still respecting individual needs, strengths and pace.

With the 8 C’s securely embedded, learners begin to explore subjects in greater depth. Curiosity becomes focused, thinking more analytical, communication more purposeful and responsibility more explicit through goal-setting and follow-through. Engagement extends beyond the individual to the wider community.

At this stage, young people begin working towards formal qualifications suited to their interests and abilities. This may include Functional Skills, King’s Trust programmes, GCSEs, BTECs, project-based learning or supported apprenticeships that lead to real-world outcomes and progression.

Learning is increasingly applied and purposeful, with academic subjects embedded through extended projects, leadership opportunities and life-skills development. The focus shifts from re-engagement to independence, supporting young people to grow into confident, capable and contributing citizens.

It's Child Led

Learner Journey: From Idea to Impact

During the Growth Phase, one young person set himself a clear goal: to design a website reselling pre-owned games. What started as an interest quickly became a meaningful project.

Using skills developed through the 8 C’s, he designed and published a functional website, researched wholesale pricing, calculated costs and profits, and worked out realistic pricing models. He applied Maths through budgeting and profit margins, English through written content and product descriptions, and Computing through website design and digital publishing.

Beyond the technical skills, the project showed growing responsibility, composure and citizenship. His motivation wasn’t just personal, he hopes to use any profit to fund a cinema trip for the rest of his cohort.

This project reflects what the Growth Phase is about: purposeful learning, real-world application and young people using their skills to create positive outcomes for themselves and others.