Activating learning through the LEAF Pedagogical cycle
The Learning about Ecosystems and Forests programme connects learners and educators with diverse ecosystems and forests within the natural world through the LEAF Pedagogical Cycle. LEAF can be used by learners of any age and in any setting; schools, youth groups, families, community organisations, and informal learning settings. Start with wherever nature is accessible. By exploring the four stages of the cycle, LEAF learners develop the knowledge and skills to embed nature connection, ecosystem restoration and environmental stewardship throughout a lifelong education journey which aligns with Ecosystem Restoration Education (ERE), outdoor learning, nature and biodiversity education.
Follow the LEAF Pedagogical cycle to maximise impact in your learning setting
The LEAF PEDAGOGICAL CYCLE
Look and Observe
Learners take an in-depth look at nature around them. This can be any nature that is accessible; a local park, community garden, school yard or a tree on the street.
Through careful observation, they identify how key parts of local ecosystems work together and consider a question or topic to explore. This stage builds essential observation skills and supports learners to move into deeper inquiry and investigation about the natural world.
Explore
Learners explore their local nature settings by participating in hands-on, place-based activities, with an emphasis on investigating a chosen LEAF topic or theme more deeply, and one which sparks curiosity. As an active and experiential process, learners will begin to investigate and research questions posed during this critical exploration stage, synthesise new knowledge and develop skills which cultivate critical thinking, build resilience and nurture creativity. All whilst strengthening their sense of connection, curiosity, and confidence outdoors. This enhances subject knowledge, life skills, and nature connection.
Learners analyse and reflect on their findings, linking new information to existing knowledge about ecological interdependence, ecosystem health, biodiversity and key environmental principles. Through guidance, learners are encouraged to consider the interdependence of living things. Learners also reflect on how the experience shapes what they notice, value, and feel responsible for in their environment. This includes monitoring then evaluating environmental, social and economic patterns, creating an understanding that can lead to meaningful action and sustained behaviour change.
Analyse
Function & Flourish
Learners continue to use their knowledge in action through the principles of function and flourish. By understanding how ecosystems work, they learn how to support thriving, flourishing environments. Function takes many forms including learning about ecosystem services, increased learning time outdoors or active engagement in conservation efforts. These actions can be small or large, from noticing and caring for an outdoor space to participating in restoration projects. Flourish complements this approach, by instilling a sense of purpose and motivation to sustain activities which promote wellbeing for people and the planet. This promotes emotional literacy, and a long-term commitment to sustainability.
Schools work through the cycle and once they have successfully completed the cycle the school applies for the LEAF Award. Once a school is awarded, it can be renewed every year. For a school to be considered for the prestigious award it must fulfil certain criteria. While the LEAF Award will be given to schools that complete all the essential elements of the LEAF cycle, it should be remembered that the programme is flexible and that different countries will find different routes to achieving the LEAF Award. For schools looking for further information, please contact your relevant National Operator for advice.
The LEAF Award
Schools that fulfil the LEAF Pedagogical Cycle are awarded a Certificate of Achievement in recognition of their work. In a number of countries, they are awarded in the form of a LEAF plaque. This depends on the resources of the coordinating organisation within each country. The LEAF Pedagogy fulfils many of the objectives of Education for Sustainable Development and the Global Action Plan. The National Operator is responsible for the assessment and delivery of the LEAF Award in their own countries.
A number of LEAF countries are running the programme through an existing forest school programme. These countries are not following the LEAF Pedagogical Cycle or awarding the schools for their participation in the LEAF programme. However, their work is still acknowledged by LEAF International as they are still fulfilling the goals and objectives of the LEAF programme. Such schools may be awarded a Certificate of Participation.
Before you get started
To engage with the LEAF programme, a school shall first and foremost register with a LEAF National Operator or LEAF Global, in the case of International Schools in countries with no National Operator. Then, it must establish a school Forest Committee. The Forest Committee will direct and address all phases of the programme and can be a school club or an informal group of students, supported by teachers, school staff, or community volunteers. Its primary task is to address problems to be solved or questions to be answered related to the four functions of forests, ecological, economic, social, or cultural, and encourage carrying out outdoor activities on any possible occasion.
