pioneer scheme all levels€¦ · Level 1 Level 2 Level 3 Level 4 Level 5 • Shows their emotions...

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PIONEER SCHEME©

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Level 1 Level 2 Level 3 Level 4 Level 5

• Shows their emotions when outdoors in various ways.

• Shows curiosity and interest in the outdoors by actions and facial expressions.

• Plays alongside others in the outdoors.

• Can express how they are feeling when outdoors.

• Willing to try new activities outdoors.

• Enjoys various outdoor activities, showing curiosity.

• Takes part in both independent and group activities.

• Can show a level of self-control. • Shows motivation to try a range of

new activities outdoors and seek challenge.

• Initiates their own outdoor play and open-ended activities, showing fascination and curiosity.

• Takes part in both independent and group activities and learns from others.

• Shows growing levels of adaptability and self-regulation when outdoors to control their reactions.

• Confident to try a wider range of new activities outdoors.

• Shows development of character by growing a positive mindset in outdoor sessions.

• Understands people have different likes and dislikes and respects them.

• Show some empathy when outdoors to others. • Enjoys activities for their own sake, rather

than for external reward or praise. • Happy to try a wider range of new activities

outdoors. • Can work collaboratively in a range of

situations. • Shows a growing level of self-awareness in

their choices, words and actions.

• Listens to simple rules and instructions when outdoors

• Watches adults as role models..

• Listen & responds to simple rules and instructions when outdoors.

• Helps to tidy away after themselves.

• Start to manage their own safety with prompts of rules.

• Learn self-care strategies outside. • Performs outdoor practical tasks

safely with guidance. • Takes a controlled risk with guidance.

• Takes a controlled risk whilst ensuring rules are followed.

• Show a level of self-care outside. • Listens to & follows rules for practical

outdoor tasks. • Uses outdoor resources safely with guidance.

• Shows appropriate risk-taking and learning by trial and error.

• Show how to care for self & others outside. • Shows a basic level of risk-management when

performing practical tasks and when using resources.

• Shows curiosity and interest in the outdoor environment by actions and facial expressions.

• Handles plants and animals with care.

• Shows respect for living things. • Resists picking things that are alive. • Helps with some basic

environmentally friendly activities, such as feeding the birds, planting & litter-picking.

• Can help to care for the environment through different seasons.

• Can leave the outdoor environment how they found it and know why this is important.

• Can pick up litter & sort or recycle materials where appropriate.

• Initiates picking up litter & recycles where appropriate.

• Leave the outdoor environment how they found it, if not better.

• Starts to suggest simple ways to improve the environment.

• Notices, touches, picks up and takes a closer looks at nature.

• Creates using natural materials. • Can create using natural materials and describes their creation.

• Uses imagination and fantasy outdoors.

• Initiate their own creations, choosing their natural materials according to their properties.

• Shows a developing level of imagination & creativity.

• Initiates a variety of imaginative creations with natural materials,.

• Adapts their materials and design as they work

• Experiences outdoor sessions in a variety of weathers.

• Can settle their emotions outdoors.

• Willingly partakes in outdoor learning in all weathers.

• Shows persistence through play. • Repeats some actions outdoors.

• Persists with an activity. • Adapts techniques of play to achieve

desired outcome. • Learns through trial and error.

• Perseveres when something doesn’t work first time.

• Bounces back after failure. • Experiences the outdoor site over all

seasons.

• Persevere when confronted with obstacles. • Experiments how to overcome the obstacles. • Persists with an activity to see it through to

the end.

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Section 1: CORE VALUESCOREVALUESO

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• Shows developing self-awareness by understanding their strengths and weaknesses.

• Questions ideas and concepts and investigates links between classroom and outdoor learning.

• Make links between their feelings and experiences.

• Listens to others’ ideas and adapts their strategies accordingly.

• Shows a high level of confidence and self-esteem outdoors.

• Initiates own experiential learning around personal interests.

• Able to express their feelings and opinions appropriately.

• Open minded-acceptance of others, their ideas and feelings.

• Displays growing empathy and intuition.

• Develops the ability to think critically.

• Develops a love and passion for the outdoors around their personal interests.

• Shares their ideas and skills with others confidently.

• Shows respect for others. • Shows growing social-awareness

by picking upon social clues.

• Shows a high level of emotional intelligence when outdoors.

• Initiates learning opportunities and evolves ideas and experiments over a number of weeks to extend learning.

• Shows a high level of social-awareness through adaptation of their behaviour within different groups.

• Show they are able to self-regulate their emotions in a range of circumstances.

• Displays a high level of emotional intelligence in a variety of situations.

• Helps others to manage their emotions when required.

• Has an open mind to new experiences. • Shows confidence whilst being conscious of

others. • Shows integrity. • Works well in a variety of circumstances. • Help others’ self-regulate their emotions.

• Uses past experiences to help make decisions when managing their own risk.

• Show developing knowledge of care for self & others.

• Takes appropriate risk and shows awareness of safety.

• Shows a level of responsibility in self-management of their own safety and care whilst taking part in risky activities.

• Shows a good level of responsibility and experience during risky activities.

• Demonstrates adaptive self-management of their own and others’ safety and care.

• Is trustworthy with a range of outdoor resources and in a range of risky activities.

• Shows a high level of self-management of own and others’ safety & care and adapts to the situation.

• Helps with analysing and controlling risks. • Performs dynamic risk assessments for the

risky activities they and others choose.

• Shows awareness of basic environmental issues across seasons.

• Starting to links cause and effect to environmental issues.

• Shows developing conscience of implications for the environment when outdoors.

• Uses sustainable materials.

• Show respect for the environment in a variety of ways.

• Uses sustainable methods.

• Automatically participates in outdoor learning in environmentally friendly ways.

• Suggests more sustainable ways of doing things outdoors.

• Displays a high level of respect for all aspects of the environment.

• Shows innovation and initiative to come up with solutions to improve the environment.

• Asks and tests questions and ideas as they create with natural materials.

• Talk about their design and how they adapted it.

• Demonstrates a variety of techniques and imaginative ideas through their creations.

• Can verify their choices of materials and techniques.

• Initiate their own imaginative & creative outdoor crafts.

• Draws upon what they know about materials and structures to plan, adapt and improve their designs.

• Thinks outside of the box. • Shows a high level of imagination,

originality, creativity and flair.

• Intuitive and innovative in creative projects.

• Thinks of new ways to express their thinking in the outdoor environment.

• Shows flair and talent.

• Willing to stick at activities they find difficult.

• Rises to a challenge.

• Understand that difficult situations are normal and they can be overcome.

• Understand they can develop their abilities through dedication and application.

• Shows optimism even in the face of failure.

• Bounces back and retains a positive mindset throughout.

• Gives others’ strategies to overcome difficulties.

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Section 1: CORE VALUES

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OUTDOOR LEARNINGSITE SUSTAINABILITY

PLAN


• Enjoys looking at the trees, flowers and wildlife when outside.

• Explores the textures of different natural materials.

• Picks up natural items of interest from the ground to take a closer look.

• Helps with planting. • Leaves flowers and leaves to

grow (doesn’t pick) • Helps to build wildlife

homes. • Helps to feed the birds.

• Can sow and care for a new seed or plant with help.

• Creates wild-life homes in a group & independently.

• Can help to feed the wildlife appropriately.

• Can sow and care for a new seed or plant in more than one season.

• Builds a specific wild-life home with a creature & appropriate natural materials in mind.

• Can help to feed different wildlife depending on the season.

• Experiences the outdoor site over all seasons.

• Can plant & care for a seed until harvest. • Understands that all habitat layers of an

ecosystem are important. (E.g. even stinging nettles & dead wood)

• Helps to sustain certain links in the food chains by providing particular wildlife feeders & habitats.

• Chooses materials to build wildlife feeders & homes depending on their suitability.

• Notices how adults care for the environment as role models.

• Helps to pick up litter. • Helps to tidy away after

themselves when using resources outside.

• Can pick up litter. • Can leave the outdoor

environment how they found it. • Can talk about the weather.

• Can pick up litter & sort or recycle materials where appropriate.

• Can leave the outdoor environment how they found it and know why this is important.

• Can talk about the weather patterns and link it to seasons.

• Initiates picking up litter & recycles where appropriate.

• Leave the outdoor environment how they found it, if not better.

• Chooses natural or sustainable products for outdoor crafts.

Section 2: ENVIRONMENTAL EDUCATION

ENVIRONMENTAL EDUCATION

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OUTDOOR LEARNINGSITE SUSTAINABILITY

PLAN


• Experiences food from seed to plate.

• Studies the biodiversity of the outdoor site in different seasons.

• Helps to improve the short-term biodiversity in different ways.

• Grows according to the seasons. • Studies the biodiversity of the

site through classification of species.

• Analyses possible food chains in their outdoor environment.

• Draws upon this knowledge to suggest long-term improvements to biodiversity.

• Manages growing from past experiences.

• Aware of impacts of outdoor sessions throughout various seasons due to species life cycles.

• Suggests adaptations of activities and practises in different seasons based on this knowledge.

• Initiates ideas to improve biodiversity.

• Adapts growing techniques from past experiences.

• Analyses the biodiversity of the site through classification of species and identifies patterns.

• Learns about permaculture and puts some ideas into practise.

• Helps others improve their outdoor biodiversity by sharing their ideas and knowledge through leaflets, news and events both within their establishment and in the local community.

• Studies the outdoor environment in different seasons.

• Can talk about how their outdoor environment changes throughout the year and why.

• Investigates the soil quality and light quality & how this may effect what grows where.

• Thinks of short-term ways to improve the outdoor environment.

• Analyses the outdoor environment and the impact outdoor sessions may have upon it.

• Suggests ways to reduce the impact of sessions on the environment.

• Suggests adaptations of activities and practises in different seasons to minimise impacts on the environment.

• Initiates ideas to improve the environment.

• Investigates the soil type, PH, light quality & noise pollution & how this may effect the ecosystem.

• Studies how plants and animals are suited to their outdoor environment.

• Investigates that ecosystems can change in both positive and negative ways.

• Implements long-term sustainable growing techniques to improve soil quality.

• Runs campaigns to help to improve their outdoor area & community connections with the outdoors.

ENVIRONMENTAL EDUCATION

Section 2: ENVIRONMENTAL EDUCATION

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• Comes to an adult when called.

• Stays within a marked area.

• Starts to use simple directional and positional language.

• Follows a route marked on the ground.

• Stays within boundaries. • Uses basic directional and positional

language accurately. (e.g. under, in front, behind, forwards, sideways, etc).

• Experiences a range of simple maps and plans. (Very simple orienteering)

• Start to relate simple features on a map to those on the ground.

• Hold a compass correctly and begin to learn that the red needle points to North.

• Can use a simple map to find specific locations. and features. (Simple orienteering.)

• Can use a compass to find North. • Use their knowledge of North to

find the directions of South, East & West with guidance.

• Draw a simple plan or route with some main features.

• Can orientate a map to identify the direction of locations and features with guidance. (Simple orienteering.)

• Follow a simple route, ticking off features they pass. • Use a compass to find North, South, East and West. • Draw a simple plan or map with a key.

• Watches adults build and joins in occasionally.

• Plays in shelters.

• Can build a mini-shelter with help.

• Can help to carry sticks to build a large group shelter with help.

• Build mini-shelters using natural materials and their own methods, with prompts.

• Build group shelters using both natural and man-made materials, with some guidance and support.

• Learn how to build a simple tent using rope and tarpaulin between two trees, with adult help.

• Learn how to build a simple lean-to shelter with a ridge pole resting on a tree.

• Build a simple tent in a group using rope and tarpaulin between two trees.

• Learn how to build a simple (small) rib-shelter with a ridgepole, 2 forks and ribs.

• Experience travelling and moving over a range of terrain in different ways outdoors with support.

• Can climb and balance on things with help.

• Can walk on different terrains with increasing stability.

• Can roll. • Can jump. • Can move in different

directions.

• Can climb, balance, and swing with increasing control.

• Can travel over different terrain and in different ways with increasing confidence.

• Can talk about the weather and what they need to wear.

• Can climb, balance, swing and hold their own weight. with increasing confidence.

• Can attempt to hang upside down. • Can attempt to climb a low ladder. • Adapt their techniques for

different terrains. • Dresses appropriately.

• Can climb, balance, swing and hold their own weight with control and confidence.

• Can hang upside down with confidence. • Can climb a low ladder. • Show increasing control and coordination with fine &

gross motor skills outdoors. • Learns simple survival skills, such as collecting &

filtering water, building shelters & cooking food.

OUTDOOR SKILLS

Section 3: OUTDOOR SKILLS

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• Can pin-point their location on a simple map with a fair degree of accuracy.

• Follow a simple compass direction, e.g. North, South, East or West.

• Add more detail to their sketches of maps and plans with a degree of accuracy.

• Identify ‘handrail’ features on a map when following a route.

• Use features on their map as ‘ticking-off points’ to check they are on the right route.

• Understand when they have made a navigational mistake through comparing their map to ground features.

• Orientate a map continuously as they walk.

• Learn the 8 points of a compass.

• Orientate a map to ground using both a compass and ground features.

• Use the 8 points of a compass to navigate in the correct direction.

• Look at OS maps and start to understand their symbols & keys.

• Learn 4 figure grid references for OS maps.

• Calculate features to pass, aim for and avoid, when navigating.

• Identify features to signify errors in navigation.

• Learn how to take a bearing from a map with a compass and use a compass to locate the direction on the ground with guidance.

• Learn 8 figure grid references for OS maps using compass guidance.

• Have a basic understanding of scale using a !:25,000k OS map, e.g. one blue square = 1km.

• Take a bearing from a map with a compass and use a compass to follow the bearing on the ground.

• Know personal double paces for 100m on flat ground. • Measure a short distance on an OS map & use double pacing

to travel estimated distance (on flat ground). • Combine map reading & compass skills to successfully

navigate a local orienteering course. • Be confident with most OS map symbols. • Learns to use natural signs to navigate, such as moss, the

sun/ moon, stars, & wind direction.

• Night orienteering in a supervised group • Compete at a local orienteering event. • Set, read and follow a compass bearing from an OS map to

find a point. • Understand that 1 map contour is equal to 10m height gain &

start to read and understand the map terrain through contours.

• Understand pacing varies for different terrains & start to adapt accordingly.

• Maintain their position on an OS map with a fair degree of accuracy.

• Estimate a short distance on an OS map by dissecting grid squares.

• Estimate short distances on the ground by eye. • Use back-bearings to check directions. • Use ‘aiming off’ to avoid passing a control point.

• Learn to build a range of different shaped shelters using a tarpaulin and rope.

• Learn to build a lean-to shelter using 2 forked poles against a tree and a support.

• Learn how to make tarpaulin shelters more efficient; thinking about the weather, wind direction, pooling of the tarp and effective guy lines.

• Improve rib-shelter design and size.

• Improve and adapt their design of their rope & tarpaulin shelters.

• Improve and adapt lean-to shelter designs to incorporate features (such as a porch) and improved stability.

• Construct an effective shelter in a group using rope and tarpaulin taking into account the environment, directions and weather conditions.

• Learn to construct a human-sized rib shelter with a porch in a group.

• Build a shelter with rope & tarpaulin that could be suitable to sleep in, both as a group and independently.

• Build a shelter with natural materials that could be suitable to sleep in, both as a group and independently.

• Can move in a variety of ways safely.

• Shows good control, coordination and agility in both fine and gross motor skills.

• Investigates the formation of natural wells.

• Uses techniques such as sand, light and shadows to help spot species tracks.

• Takes part in increasingly challenging physical activities outdoors.

• Investigate rates of transpiration through the use of transpiration catchers.

• Construct a ‘sound-map’ of their outdoor area.

• Shows developing flexibility, balance, strength, technique, coordination and control.

• Build a suitable bridge over a small stream.

• Learns how to be safe by the river/ water.

• Uses awareness of forces to investigate outdoors.

• Takes part in outdoor and adventurous activity challenges both individually and within a team.

• Understand and explain a variety of weather patterns and use their knowledge to prepare suitably for the outdoors.

• Show a high level of awareness of their environment and how to use it sustainably to survive.

• Learns to use natural signs to evaluate their ecosystem, such vegetation cover & prevalent wind direction.

• Shows an interest or flair in a particular outdoor activity. • Transfers skills from other physical activities and knowledge

areas into outdoor activities. • Adapts their technique as they go to improve within

performances. • Learns how to ‘tap a tree’ for sap.

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• Can repeat the names of basic plant features when seen, such as: tree, leaf, flower, grass, stick.

• Can repeat the names of common animals when seen, such as: a worm, bird & squirrel.

• Can identify, name and describe basic plant features when seen, such as: tree, leaf, flower, grass, stick.

• Can identify, name and describe common animals when seen, such as: a worm, bird & squirrel.

• Takes part in simple scavenger hunts with adults.

• Starts to identify evergreen and deciduous trees and talk about differences.

• Compares different tree species by their leaf shapes.

• Compares different types of mini-beasts.

• Names parts of a tree. • Identifies some wildlife using

simple age-specific guides. • Takes part in a variety of

scavenger hunts.

• Identifies and names a common trees and plants using simple ID guides.

• Can identify whether a tree is deciduous or evergreen.

• Names the parts and structure of plants, flowers & trees.

• Identifies and describes a range of common animals.

• Investigates whether animals are herbivores, carnivores or omnivores and deciphers what they may eat in the ecosystem.

• Takes part in a wider variety of scavenger hunts linked to seasons.

• Identifies and names common trees and plants throughout different stages of their life cycles using simple guides. (e.g. by their buds and bark)

• Identifies common mammals and birds in various stages of their lifecycles, using simple guides.

• Identifies a healthy plant or tree from an unhealthy one.

• Identify a range of mini-beasts using guides.

• Takes part in a variety of scavenger hunts linked to seasons and their environment.


• Starts to compare the structure and patterns of different plants & trees to help identify them.

• Starts to compare the leaf structure in different species.

• Identifies the function of different plant and tree parts.

• Identifies a wider variety of trees and wildlife through a variety of ID techniques. and with the help of guides.

• Explores and uses classification keys to help group, identify and name a variety of living things.

• Starts to understand and identify a wider variety of plant & wildlife species throughout different life-cycle stages.

• Understands some life cycle patterns and differences between mammals, amphibians, insects and birds.

• Increasingly classifies living things into broad groups according to common observable characteristics and based on similarities and differences, (including various micro-organisms, plants and animals.)

• Give reasons for their species identification, drawing upon knowledge of classification.

• Observes how the same species can alter over time.

• Observe how the same species can alter within sub-species.

• Uses a variety of ID guides to help to identify sub-species within species groups.

• Identifies species which are native/ non-native.

SPECIESIDENTIFICATION

Section 4: SPECIES IDENTIFICATION



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•Can form a firm grip around rope or string.

• Can hold two ribbons in each hand and wave them about simultaneously.

• Can wrap string or rope around an object.

• Can twist two strands of pipe-cleaners, string or rope together, with guidance.

• Winds two pieces of string or rope together with increasing control.

• Attempt to tie a simple overhand knot with help.

• Tie a cow’s tail knot with guidance.

• Round lashing with help

• Overhand knot • Cow’s tail knot • Round lashing • Quick release tension knot • Half hitch

As previous plus: • Round turn and two half hitches • Overhand knot on the bight. • Diagonal Lashing • Shear lashing • Simple bow • Better bow • Timber hitch • Reef Knot

• Handles ribbon, string & rope

• Make a simple bracelet with a pipe-cleaner & ribbon

• Make a rainbow ribbon stick (cow’s tail knots) with help

• Use knot skills to build shelters with help

• Join two sticks with rope to make a wand (round lashing) with help

• Use knot skills to build shelters in a group • Make a stick man using a shear or diagonal

lashing


As previous plus: • Square lashing • Slip knot • Figure of 8 knot • Mooring hitch

As previous plus: • Sheet bend • Tripod lashing • Coil a rope (loose & attached) • Clove hitch • Clove hitch on the bight • Pale hitch

As previous plus: • Bowline Knot • Carrick bend • Ashley stopper • Barrel hitch • Alpine butterfly loop

As previous plus: • Blood knot • Double fisherman’s knot

As previous plus: • Adjustable grip hitch • Blake’s Hitch • Hasty harness • Trucker’s hitch

• Create a puppet system using square lashing and sticks (e.g. for their ‘Elder caterpillar’ - see tool crafts)

• Create a teddy hammock • Create an outdoor swing using a sturdy stick & their knowledge of knots

• Create a tipi using canes & Tripod lashing

• Create a pulley system using knowledge of knots

• Create an outdoor ladder using a sturdy stick & their knowledge of knots

• Use their knot skills in imaginative ways to create and improve outdoor skills and crafts.

KNOTS & LASHINGSSKILLS

Section 5: KNOTS & LASHINGS SKILLS

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• Can name something they did outdoors with prompts.

• Can talk about what they have experienced outdoors.

• Can talk about what they liked / didn't like during the outdoor session.

• Can talk about what they experienced outdoors and how they felt about it.

• Talks about what they would like to experience outdoors next time.

• Listens to others’ views and shares opinions of experiences through likes/ dislikes.

• Can take it in turns to talk.

• Can start to talk about their strengths. • Can discuss and explain simple skills to

others. • Can talk about how their feelings and

emotions can change when outdoors. • Can listen to others without interrupting. • Celebrates their own and others’

achievements.

• Can share & represent their thoughts and feelings about the outdoors in various ways.

• Can give their opinions on outdoor subjects and back them up with reasons.

• Shows empathy for others’ feelings and respects their opinions on tasks.

• Shows interest in extending their learning outside.


• Shows increasing confidence to share their own thoughts and feelings.

• Can talk about their strengths, and their weaknesses, openly.

• Can talk about challenging moments in a positive light.

• Shows a deeper level of reflection through their comments.

• Learns from others’ reflections for the future.

• Can respect when others are talking and take account of their opinions even if they differ from their own.

• Thinks about how to extend their knowledge and understanding about the outdoors for the future.

• Can review their learning in a variety of ways.

• Can share their knowledge and skills with others.

• Displays an open mind during reflections.

• Reviews their own learning critically. • Shows a genuine interest in the

outdoors during reviews. • Can think about others and their

feelings when reviewing activities. • Comes up with new ideas to solve

problems ready for the next session.

• Talks about ways they have self-regulated their emotions outdoors.

• Thinks deeper than the ‘here and now’ when reviewing outdoor sessions.

• Adapts their review to take account of others.

• Discusses ways they have self-regulated their emotions outdoors and draws conclusions of how this can help them, and others, in other aspects of their lives.

• Represents their thoughts and feelings in creative ways.

• Shows integrity and empathy to others in their words and actions.

• Can accept self-criticism in a positive light. • Displays a positive/ growth/ mindset and

suggests ways to help others to develop this skill.

SESSION REFLECTIONSREFLECT AND

REVIEW

Section 6: REFLECT AND REVIEW



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• Hand-Tools As previous plus: • Gardening Tools • Screwdrivers • Hammers • Spanners & Pliers • Filing and sanding tools

As previous plus: • Peelers

As previous plus: • Loppers • Hack-saws • Hand-drills

As previous plus: • Secateurs • Bill hook • Axe

• Helps to make a nature bracelet with an adult.

• Creates simple crafts with nature, e.g. nature crown

• Peels their own skewer for toasting. • Creates a butterfly feeder with the drill. • Creates an Elder-bead necklace, though

lopping, peeling, hack-sawing, and threading.

• Tries some wild foods that have been carefully selected by an adult.

• Creates an Elder & Willow charcoal pencil through lopping, peeling & hack-sawing Elder, and adult-supported ‘smoking’ of willow.

• Forage for specific wild foods with an adult, cooks them together and tries them.

• Splits wood with a bill-hook to make kindling.


As previous plus: Bowsaw

As previous plus: Knife

As previous As previous As previous

• Use a bow-saw and hand-drill with a partner, plus a peeler, loppers, hack-saw & threading to make an Elder caterpillar.

• Learns to whittle a spear using a knife. • Creates a bow and arrow with help using

loppers, hack-saw, knife and knot techniques.

• Learns to build a raft. • Learn to build a pot holder (possibly

for use on the fire pit.) • Create a simple lever.

• Create cordage from stems. • Learn to create a chair and table from

natural materials.

• Use their knowledge of skills and natural materials to adapt designs they know.

• Show creativity and innovation to design their own outdoor craft projects.

TOOL TASKS

Section 7: TOOL TASKS

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PIONEER SCHEME©

All levels



• Can walk around the outside of the fire pit with prompts.

• Can sit sensibly around the fire pit.

• Listens to the fire pit rules and shows some understanding.

• Can walk around the outside of the fire pit.

• Can sit sensibly when the fire is lit.

• Can talk about how to keep safe around the fire (with prompts).

• Can toast on the fire pit with help from an adult.

• Can help to put the fire out safely.

• Can talk about fire safety. • Can collect suitable sticks for

fuel with help. • Can try to create a spark with

a fire-steel. • Learns about the fire triangle.

• Can sort fuel into different sorts, sizes and piles.

• Can help to build a mini-fire (waffle or tipi) with a group and adult.

• Can create a spark with a fire-steel. • Knows the three elements of the fire

triangle. • Can name some positive and negative effects

of fire. • Can toast on the fire safely.

• Can suggest, collect and sort suitable fuel for their size and duration of fire. • Can help to prepare food for cooking and talk about hygiene. • Can talk about some changes which occur to materials when heated. • Experiences natural outdoor crafts being made on the fire as part of a group. • Experiences two different ways of cooking on the fire (e.g. toasting & frying). • Understands that some food needs to be cooked before it can be safely

eaten. • Can build a mini-fire with a group under supervision and extinguish their mini-

fire safely.

N/A • Can make marks with cooled charcoal

• Can make their own skewer to toast their snack (see tool crafts).

• Participates in some wild-cooking on the fire-pit by an adult.

• Participates in ‘Smoking’ willow on the fire-pit to make charcoal for charcoal pencils (see tool craft).

FIRE-PIT FINESSE

Section 8: FIRE-PIT FINESSE

FIRE

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PIONEER SCHEME©

All levels


FIRE-PIT FINESSE


• Can work as a group to build, light and manage a mini-fire with supervision, including toasting a snack.

• Can extinguish their mini-fire safely. • Can dispose on their charcoal appropriately

when cool. • Experiences three different ways of cooking on

the fire (e.g. toasting, grilling & frying). • Notices how some fuels are better than others.

• Can work as a group to build, light and manage a mini-fire. to cook simple food for their group with supervision.

• Experiences four different ways of cooking on the fire (e.g. toasting, baking, grilling & frying).

• Can talk about some reversible and irreversible changes on the fire pit.

• Can attempt ways to improve their fire if it seems to be going out, drawing upon their knowledge of the fire triangle.

• Can manage their own safety around the fire (overseen by adult).

• Experiences and helps with five different ways of cooking on the fire (e.g. toasting, boiling, baking, grilling & frying).

• Learns about dissolving through boiling, and experiments whether it can be recovered from the solution.

• Experiments with how to separate materials by evaporation.

• Learns that some changes result in the formation of new materials and that these changes are usually not reversible.

• Shows a good level of responsibility around the fire pit (under supervision).

• Shows good knowledge and experience of managing a camp fire.

• Can manage their own and others’ safety around the fire. (Overseen by adult)

• Shows good fire management skills and uses intuition.

• Create char-cloth to use when lighting fires. • Use parts of plants to create natural dyes on

the fire-pit. • Create a stick triangle tie-dye decoration.

• Learn pewter casting on the fire pit to make jewellery with support.

• Use their own crafted pot holder when boiling on the fire-pit. (see tool crafts)

• Uses their lever to adjust their cooking temperature. (See tool crafts).

• Forage for wild foods in different seasons with an adult and cooks them on the fire pit, with guidance.

• Uses their knowledge and skills to initiate safe crafts on the fire-pit under adult supervision.

FIRE

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FIRE

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Section 8: FIRE-PIT FINESSE



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