Education for a regenerative and sustainable future
Working with schools, teachers and students to advance learning and develop competencies and capabilities to thrive in an ever changing world
What we offer
Expanding student skills, knowledge and character through nature based learning
Sessions in local woodlands that improve physical and mental wellbeing while developing collaboration, social skills, empathy, independence and confidence. Students learn about nature, sustainability and climate change from a different perspective to one possible in a classroom.
Activities and experiences designed to connect the learner with the natural world through their senses and emotions. Through these memorable experiences students develop a relationship with nature, their peers, teachers and themselves. They feel part of nature, not separate from it.
Outdoor games and activities to develop communication, teamwork and leadership. Enhancing the ability to reflect and learn from experiences.
Covering topics from all subjects of the national curriculum, while using experiential learning in a natural environment.
Students engage in projects with a focus on ecosystem restoration, rewilding and regenerative farming practices.
Using systems thinking to solve complex interconnected problems
World Peace Game
The students are faced with a seemingly overwhelming number of interlocking crises: ecological, economic, military, social and political. They have to work together to solve all of the crises and create world peace. Although the WPG sounds complicated on paper, students of all abilities respond and adapt very quickly to achieve the goals of the game.
Based on a long tradition of system dynamics modeling, these simulations help people see connections, play out scenarios, and see what works to address climate change, inequity, and related issues like energy, health, and food.
Flashcards enable a problem-centric group conversation. They invite participants to collaborate to identify actions and solutions to implement the UN Sustainable Development Goals (SDGs) in ways that are relevant to their lives and communities.
The World Game
Twelve nodes represent core dimensions of the world, from agriculture to finance to natural resources. Students work together to identify threats, quantify risk and develop possible solutions for their own node and how this impacts other nodes. Students develop their ability to see how global problems are interconnected and build their ability to collaborate effectively.
Enabling teachers to provide learning in nature and integrate systems learning in the classroom
Kolb's experiential learning cycle
Teachers learn through experience a wide range of classroom and nature based activities that can be used in conjunction with Kolb’s experiential learning cycle to provide fun and engaging experiences for their students. The teachers also learn the methodology for enabling their students to construct knowledge about leadership, teamwork, communication and other 21st century competencies, from their experiences. A key life skill.
School in nature
Teachers learn how the educational theories and practices of Froebel, Montessori, Hunter, Gardner, Vygotsky, Van Matre, Kolb and Dewey are applicable to learning in nature. Through the training they receive a repertoire of activities and tools that can be applied to their immediate teaching practice, as well as the capacity to design long term programmes and evaluate impact.
Systems learning programmes
Teachers are equipped with skills and resources to deliver a programme that develops the capacities needed for learners to solve complex, unpredictable, interdependent and interrelated problems. By experiencing the modules from the perspective of learners they develop an intuitive understanding of the reflective processes required for systems learning.
FEEDBACK ABOUT OUR WORK
World Peace Game
Impressions from educators and parents
“Next door from me a bell rings for four prime ministers and the UN secretary general to reflect on their achieving world peace. Compared to the scenes in Parliament yesterday, their noisy excitement is enthusiastic and positive. They know that far-sightedness and cooperation are vital to policy-making and people’s safety and security.”
Thomas Tallis secondary school
“This was a fascinating process to be part of and one that stretched students who became deeply invested in the crises and genuinely felt proud that they had achieved what seems impossible in the real world. We will run this again with Year 7 next year.”
Assistant Head Learning and Progress
Thomas Tallis secondary school
“I see the World Peace Game as being a formative experience in my daughter’s life. Many years from now I can see her referring to her childhood in terms of what came before and after her participation in the World Peace Game.”
Parent of WPG participant
“Thank you so much for this opportunity, it looked like so much fun and I was pleased to see the girls get so into it.”
Head of year nine
Eltham Hill secondary school
Outdoor learning sessions
Student and educator experiences
“Daniel’s forest school session was such a welcome relief to the usual professional development offered by schools. From working in teams to locate aspects of nature to being a human camera where we were taken blind-folded by our partner to an area of the woodland before opening our eyes to experience the new perspective, Daniel’s activities were clearly modelled, simple to join in with and most importantly, lots of fun!”
Thornhill Primary School
“I think it’s a collaborative thinking process. Daniel has responded to what we’ve talked about, what we’ve come up with, what’s been thrown out through the training sessions. So, it feels like really valuable resources that are quite personal as well.”
Islington Secondary School
“I prefer Forest School to playing computer games at home because you learn practical skills you can use in your life.”
KS3 student at Newhaven School
“I found the session last Friday genuinely rewarding and a bit inspiring, so thank you. I’m really looking forward to turning many of these ideas into the bedrock of our new hub.”
Islington secondary school
Founder and director
I founded Dynamic Education in 2017 to advance secondary school education for the sustainable and collaborative age. From my own educational experience and my experience as an educator, I felt that experiental learning, forest school methods and similar pedagogies present an opportunity to improve education for students and teachers alike.
I qualified as a science teacher with TeachFirst. Since 2009, I have taught science in several secondary schools in London including Cardinal Vaughan Memorial School and City of London Academy – Islington.
In addition to my teaching qualification, I am a Forest School leader, and I have been certified as a Gaia Education trainer in education for sustainable development. I am also a qualified facilitator of the World Peace Game. I graduated from Edinburgh University with a BSc in Biological Sciences with honours in Evolutionary Biology.
Please get in touch if you’d like to hear more about what we do.
Past and present partnerships and collaborators
Over the past three years I have worked with a number of schools mostly in South East London providing different types of experiential learning, and have undertaken a DfE/DEFRA-funded training programme for secondary school teachers in north London.
+44 797 094 5483
We offer a free teacher training programme for educators interested in learning the theory and practice of taking students outdoors. Sign up below: