Kim Polgreen
Wytham Wild Camp Easter 2023
Wytham Wild Camp Easter 2023

Sustainability School Exchange programme

Kim was very proud to support a school partnership between an Oxford school and a school in Brühl, Germany, by designing and running a range of activities linked to biodiversity. This is the report written by the teachers from Brühl.


Cherwell School – Gesamtschule der Stadt Brühl School Partnership

From 17 to 21 September 2025, students from Gesamtschule Brühl (Germany) visited The Cherwell School in Oxford (UK) as part of a school exchange programme financially supported by UK-German Connection. In the UK phase of the partnership, the central theme was: “Experiencing, Protecting and Promoting Biodiversity"

Under the guidance of sustainability educator, Dr Kim Polgreen, the German students took part in a variety of hands-on environmental activities together with their British peers. In joint UK-German teams they identified local animal and plant species on the school's own ecology garden and at the newly created pond. Students learned about the habitat, behaviours and ecological benefit of the observed species.

In a symbolic act of friendship and sustainability, they planted a school friendship tree (an apple tree), conkers and a hedgerow, strengthening both ecological awareness and the bond between the two schools. Moreover, the gift of an insect hotel from Gesamtschule Brühl to Cherwell School, demonstrated the students’ commitment to biodiversity and cross-cultural exchange.

In addition, the students contributed to the “Oxford Nature Park” initiative by mapping trees, ivy-covered buildings and walls, wild areas, and cultural references to nature in the local area. This allowed them to connect biodiversity with local identity and urban ecology. While roaming through Oxford in their joint teams, students also enjoyed social time together.

The goals of the project were closely aligned with the UN Sustainable Development Goals (SDGs) 11–15, which focus on sustainable cities, climate action, and biodiversity on land and in water. The exchange also promoted international understanding and intercultural learning, as students engaged in meaningful dialogue and built new friendships across borders.

Both schools are members of the European Parliament Ambassador School (EPAS) programme and participation, involvement and politics was a common interest for students from both countries. The theme of biodiversity resonated powerfully, with animated discussion of the relative success of the UK and Germany in protecting and promoting biodiversity in their own countries.

The staff and students of Gesamtschule Brühl are already looking forward to welcoming the British students for the return visit in spring 2026, where the collaboration will continue and deepen.

This project would not have been possible without the generous support of UK-German Connection, whose funding made the exchange accessible and impactful for all involved.

Reflections of UK students from Cherwell School:

  • On mapping: "I noticed things I wouldn't have been able to notice otherwise, so I learned more about the area around me." (Mia)

  • On showing Oxford to new people through mapping: "It was an eye-opening experience as it made me see the area that I am very familiar with in a new light as we were looking, sharing and documenting things that I normally pay no attention to." (Alexandra)

  • On project approach: "This shared experience discussing and being in nature helped to bridge the cultural gap as we realised we had much in common." (Marlene)

  • On the exchange: "I loved being proud of my school and my peers and being able to show the German students what we have created [in the ecology garden]." (Charlotte)

  • On activities: "Catching insects and moths was really fun - and even became competitive!" (Maya)

  • On bugs: "I'm not a big fan of insects but it was actually very interesting, which was nice." (Marnie)

  • On conversation topics: "We discussed everything from the recent political climate to school differences and even differences in time given for road repairs!" (Marnie)

Reflections of German students from Gesamtschule Brühl:

Translations:

  • “I really loved exploring the ecology garden and the pond. It was fascinating to discover how many species live right on the school grounds! I learned how to identify different plants and insects, and it made me think more about how important biodiversity is in urban areas. The best part was working with the British students – we had so much fun and even exchanged contact details to stay in touch.” (Sarah)

  • “I enjoyed taking part in the Oxford Nature Park mapping project. It was exciting to walk through the city and look at nature with different eyes. I had never thought of ivy-covered houses or wild corners as something important – now I do! Working in mixed teams with the English students helped me improve my English and made me feel more confident.” (Gabriel)

  • “I like the idea that the insect hotel we brought from Germany will be put up at Cherwell School. I learned that such small things can make a big difference for biodiversity. The exchange gave me a new perspective, and I really enjoyed getting to know the British students. We still chat online!” (Ole)

  • “One of my favourite moments was when we planted the apple tree together. It was teamwork, and we laughed a lot! It felt good to do something lasting for the school environment. I also liked talking to the English students about how nature is treated in both countries. We found a lot of similarities and some surprising differences too!” (Amelie)

  • “At first, I was a bit nervous about speaking English all the time, but the British students were really open and kind. We worked together to identify species around the pond – I had never done that before! It was both fun and educational. I definitely want to take part in the return visit next year.” (Sophia)

Teacher Reflections

German teacher, Claudia Reschke, said:

Translation:

“This exchange has been an unforgettable experience – not just for our students, but for us teachers as well. Watching young people from two different countries work together, explore nature, and engage in meaningful conversations about sustainability and biodiversity was truly inspiring. The collaboration with The Cherwell School was incredibly warm and open, and the students formed real friendships that go far beyond the project itself. We’re already excited for the return visit in spring and can’t wait to continue this wonderful partnership!”


UK teacher, Charlotte Richer, said:

“It's clear from reading the comments and hearing some of the stories just how much the students took from the experience. It means so much to them and to the school to be able to continue to grow our partnership - both literally and metaphorically, in this case - and to see so many new friendships flourish. It's clear that it's formed memories and shaped new attitudes that the students will keep for a long time to come.“






Geographers at the sustainability chalk face - strategies for teaching in a changed world

As part of our work with the Oxford Education Deanery, Kim ran a webinar for geography teachers to discuss their approach to climate teaching, in particular how they keep up to date, and how they manage the emotional impacts. The webinar transcript and chat were reviewed and written up as a blog by one of our summer interns.

Written by Durham University Geography BSc Student, Maria Allison, Summer 2025

On the 12th January 2025, educators and researchers gathered to discuss the role of education, and especially geography, in addressing the climate emergency. Drawing on insights provided by Professor Myles Allen in his recent lecture at the University of Oxford, the discussion emphasised the urgent need for a combination of behavioural change, education reform and interdisciplinary approaches in order to equip young people for an unpredictable future.

As a Geography BSc student studying at Durham University, I was keenly interested in the range of views expressed and the discussion of possible practical solutions to this challenge. This links directly to my own research interests on the impacts of the rapidly changing climate on societies. I now proceed to summarise the key points of this webinar.

Professor Allen argued that while net zero by 2050 is still possible, progress will depend on the acceleration of human behavioural change. We need to prepare students not just to understand the science, but to make informed decisions and thrive in a rapidly changing world.

The webinar revolved around three critical questions:

  1. What is being taught and does it meet the brief for our future citizens?

  2. Content is changing in real time – how can educators stay up to date?

  3. The content has emotional impact – how can we balance learning with mental health?

A panel of experts, including Steve Brace (Chief Executive, Geographical Association), Jane Blane (Geography teacher and DPhil student, University of Oxford), Paul Turner (Education Lead, Ministry of Eco Education), Dr Aoife Bennett (Research Lecturer, Oxford University), Dr David Mitchell (Associate Professor, UCL Institute of Education), Dr Bill Finnegan (Sustainability Curriculum Project Lead, University of Oxford), and Shelley Monk (Geography Subject Advisor, OCR), discussed these challenges. Throughout the conversation, they addressed the importance of geography as an interdisciplinary subject, as well as a powerful tool for climate literacy.

The consensus was clear: education is not just a component of the UK’s net zero strategy; it is our most fundamental tool for empowering the next generation with the knowledge, skills and agency to face the climate crisis.

A. What is being taught and does it meet the brief?

The first discussion addressed whether students are learning what they need to become informed citizens in the climate crisis. The key questions raised included: What is happening? What are the implications? What are the solutions? And what is my role?

Jane Blane noted that climate change teaching often feels disjointed and constrained by curriculum pressures. While Key Stage 3 offers more room for creativity, older students often lose opportunities for developing agency and soft skills as exam-focused teaching takes over.

Dr David Mitchell from UCL echoed this, pointing to a key issue. Geography teachers are doing their best to weave sustainability through their lessons, but they are often ‘hamstrung by teaching to the test.’ Consequently, the real meaning and relevance of the subject can get lost.

But are we selling students short by solely focusing on their future roles? Paul Turner of the Ministry of Eco Education argued that we are. Citing surveys that reveal worrying gaps in climate literacy, he reminded us that students aren’t ‘future citizens’, they are ‘active citizens’ now, and our job is to help them direct their energy and engagement.

This is where geography must step up. Steve Brace, Chief Executive of the Geographical Association, made a powerful case for the subject’s unique ability to connect the physical and human worlds using an ‘integrated’ method of approach. Geographers, he argued, have been working on these issues for decades, but could be ‘far more front-footed’ about their central role. In an era defined by human impact, the Anthropocene, it is a geographer’s way of thinking that we desperately need.

Therefore, while climate change is increasingly present in geography curricula, the approach tends to be inconsistent and overly focused on problems as opposed to solutions. To be truly effective, education must shift from ‘teaching to the test’, to empowering students with skills a sense of agency, and a hopeful outlook.

B. Content is changing in real time – how do we keep up?

The second discussion explored how schools can attempt to keep climate education relevant during a time when policy, science and public debate are shifting rapidly. Curriculum reform is slow, whilst climate and biodiversity evidence evolves daily- raising challenges for teachers, resource developers and exam boards.

Shelley Monk laid out the central concern. While OCR has added climate-focused content, it’s incredibly difficult to design specifications that are both stable and flexible.  The system, she acknowledged, remains geared towards exams, while the gravity of the climate crisis demands something more.

However, without official guidance, the pressure falls directly on teachers. Paul Turner noted that while geographers are skilled at adapting, they are held back by a lack of time and training. He encouraged the idea of mandatory training, treating climate literacy with the same seriousness as literacy and numeracy.

Steve Brace pointed out that the National Curriculum’s minimal mention of climate change leaves huge discretion, and responsibility, with teachers. He urged for a universal right to climate education starting as early as Key Stage 2, encouraging teachers to use local, tangible examples, such as the growing flood risk to thousands of UK schools, in order to make the global personal.

Dr Bill Finnegan offered further insights of a different model from his work at Oxford. The university’s new climate colloquium is designed for students from all subjects to, as one student put it, ‘think like geographers.’ 

The takeaway was stark: while geography can be the ‘glue,’ the system itself needs to change to truly support teachers on the front line.

C. The content has emotional impact – how can we balance learning with mental health?

This led to the final question, addressing how to teach climate change truthfully without overwhelming students or teachers. 

Dr David Mitchell argued that pedagogy is key. An inquiry-based approach where students are empowered to investigate solutions for themselves. This fosters a hopeful way of teaching that is grounded in action, instead of blind optimism. To describe this approach, he drew on a phrase from the educator David Orr: hope, he explained, is ‘a verb with its sleeves rolled up.’

Building on this, Dr Bill Finnegan gave this concept a name: ‘active hope’, introducing practical tools such as ‘The Hope Wheel’, designed to help teachers embed this constructive, action-oriented mindset in their classrooms.

However, Dr Aoife Bennett noted that this emotional weight is not only for students, but also teachers. She urged schools to partner with NGOs or outside experts, arguing that nurturing passion for, in particular, global ecosystems, can create purpose and sustains hope.

 Finally, to ground this hope in a future, Steve Brace offered a powerful solution: link learning to careers. By showing students how geography can lead to meaningful work in the green economy, teachers can help turn anxiety into aspiration.

Across all three themes, a clear message emerged: that geography teachers are at the forefront of the most significant educational challenge of our time. To succeed, they need more than just a new curriculum. They need a system that supports them, innovative pedagogical tools and a whole-school approach. This is what will empower them to give students the knowledge, resilience and active hope required to face an uncertain future.

Scouts at Wytham Woods July 2025

The last day of July 2025 was beautiful at Wytham Woods - just the right temperature and no rain. The perfect setting for the 1st Holtspur Troop of scouts and their leaders to learn about nature and complete their Naturalist and Forester badges.

They were staying at Youlbury Scout Camp a few miles away for the week. It was Wednesday and the kids arrived bouncy, clearly having a wonderful week. The Dads were already exhausted, but up for an adventure, particularly if it included the occasional power nap.

July presented challenges for the Forester badge which assumes it is autumn and that activities such as coppicing and tree planting could be done. But we improvised: learned tree names, found tree seeds, looked at what grows on and lives in trees, decided which trees were planted by people and which were self seeded, looked for ancient trees and baby trees that come up to your knees, and much more. The Naturalist badge was easier - the groups progressed slowly through the woods, even towards our lunch destination, because everyone was collecting bugs using sweep nets, and just general cunning. At the start everyone was rushing around, but as the day went on, eyes and ears were on the the nature all around us and they found so much to be curious about., and to stimulate the imagination.

After lunch the scouts did a drawing of something they had found, labelled it, and discussed it with me. Some of them measured tree heights using a clinometer. We then all wandered home through a highly researched area of Wytham Woods, wondering about all the fascinating equipment that the researchers have put there.

The scout leaders had had a short briefing online before the event to give them a few hints and tips about how to help the scouts engage with nature. They stepped up and did a fantastic job, leading the scouts through the treasure hunt that I had devised to ensure they met all the badge requirements.

There is nothing better than opening the eyes of young people, and their grown ups, to the fascination and wonder of the natural world. Wytham Woods is a wonderful and unique place to do this, but it can be done in any green space. This scout group uses a nature reserve close to their base, and I hope that with their new skills they will find many natural wonders there too.

These two scout badges are a fantastic opportunity for nature educators to reach an eager audience. Working with scout groups has been fantastic for me - the leaders are experienced in working with groups outdoors so they look after behaviour and safety, leaving me free to lead the engagement activities. I thoroughly recomment it.

I’d like to add how rewarding the experience was from our perspective. The setting was ideal, and the activities were thoughtfully adapted, ensuring the scouts remained engaged and curious throughout. It was lovely to see how the young people shifted from energetic exploration to focused observation, truly connecting with the natural world around them.

The structure of the day (particularly the treasure hunt format) helped reinforce learning in a fun and memorable way. The online briefing beforehand gave me the confidence to support the scouts effectively, whilst also taking the opportunity to learn as well.

For me personally, it was a reminder of how powerful outdoor learning can be. The scouts not only met their badge requirements but also developed a deeper appreciation for nature something we’ll continue to nurture back at our ‘Holtspur Bank Nature Reserve’. I’d wholeheartedly recommend this kind of experience to other leaders. It’s a brilliant way to combine badge work with environmental education.

Matthew, Scout Leader, 1st Holtspur Troop

Talk to the Botanic Garden Education Network

Kim Polgreen, OEA Director, gave an online talk on Nature and Sustainability Education to the BGEN group in April 2025.

This talk was on what I had learned from my work at Wytham Woods and in schools. I talked about why I focus on teenagers, the types of nature education activities I run, how I run work experience weeks for groups of students, how I work with teachers, how schools are encouraged to engage with nature education through the wellbeing benefits for students, and my involvement in a research project on Nature and Mental Health and Wellbeing in Secondary Schools.

MBA students sniffing the soil

In March 2025 I supported Dr Bettina Wittneben to enthuse a group of around 60 MBA (Masters of Business Administration) students from the Said Business School to think about the role of nature in their businesses.

The students spent an hour and a quarter in the Museum of Natural History with Bettina and an hour and a quarter with me in the University Parks. We were initially nervous about how they would receive the experience, but we needn’t have worried. Unsurprisingly they were a lovely, interested, thoughtful group of young people. I was delighted with the stories they told of their own thoughts about the natural work in relation to their work lives, and how they engaged with the questions I posed for them.

One of the highlights of the event was digging up a sod of soil and handing it round the students, encouraging them to look at the invertebrates - and sniff the soil to detect the sweetness of a healthy soil. The sensory experience stimulated further reflections and ideas.

We wrote an account of this event for the University Parks Department which they published in their newsletter. From the Superintendent's desk: Spring 2025 News | Estates Services

The Museum and the University Parks have kindly allowed us to bring another group of MBA students in 2026, and in October 2025 we’ll be bringing 80 Economics and Management undergraduate students for a similar programme.

Kim Polgreen.

Glimpses of the past at Wytham Woods

The Phoenix Cinema was packed on Wednesday for the first showing of a rediscovered and soundtracked film by Hazel ffennell. The film was made in around 1924 by Hazel ffennell, who was the only child of Hope and Raymond ffennell. The ffennell family bought the Wytham Estate from the then Earl of Abingdon in 1920.

Hazel was clearly talented, witty, and wonderful community builder and educator. It is tragic that she died in her early 30’s. Following her death Raymond entrusted the estate to the University to care for its beauty and wildlife, and to use it for research, education and enjoyment by the local population. The Youth Educator in Residence role that Kim Polgreen holds, and OEA supports, helps to fulfil the terms of the bequest.

The film is clever and amusing, and for those who know Wytham well gives tantalising glimpses of views you recognise.

Oxfordshire Schools Sustainability Network event

We were back in the lovely East Lab of the School of Geography and Environment for another session with Patrick Kennedy-Williams from the Climate Psychologists, and a reporter from the BBC who was recording a piece for BBC Radio. Patrick led the participants through a fantastic session on communicating with other people about climate issues. The BBC reporter then interviewed three of the students about their thoughts on climate change. We are looking forward to hearing the piece!

Peruvian Group visit to Wytham Woods

Wychwood School in Oxford hosted a group of students from Peru and we had a the pleasure of showing them some of the secrets of Wytham Woods. About 40 students and their teachers came to Wytham and had a leisurely walk up the hill to the Chalet, led by long time Wytham researcher Stewart Thompson. They then had a wonderful carousel of activities with different researchers: an ecology walk with ecologist and educator Joe Boyle, a hands on science session on carbon capture by trees with plant ecologist Dr Keith Kirby, handling moths caught in the moth trap and looking at invertebrates under the microscope with entomologist Dr Liam Crowley, and a creative session discussing research in Peru with Peruvian scientist Melissa Felipe Cadillo. The weather was kind to us all after some cold wet days, and the students and teachers loved it all.

It was lovely to see them again at Wychwood School a few days later when we were there for a Green Careers Symposium.

With Joe Boyle, looking at the research tree canopy walkway

With Dr Liam Crowley discussing careers in entomology

Signposting Green Careers to your students: a teacher training session for OTSA

OTSA is the Oxfordshire Schools Teaching Schools Alliance. They host webinars and face to face teacher CPD events and we have been delivering a range of sustainability topics for them.

On December 11th, Kim ran a green careers session. Around 8 teachers and careers advisors attended. Key take home messages were that

  1. In the face of increasing climate anxiety signposting green careers can help students feel that their is a future role for them in protecting a liveable future.

  2. All future careers are likely to include some element of addressing climate impacts and solutions, so students can follow their interests and still get involved.

  3. There are many business and organisations in Oxfordshire working towards solutions who can offer inspiration to students.

For more information contact kim.polgreen@oxfordearthacademy.org

Oxfordshire Schools Sustainability Network event

The Oxfordshire Schools Sustainability Network is for teachers and students from different schools to gather to discuss sustainability issues.

On December 6th we ran the second OxSSN event of the 2023-4 academic year. This time we had a wonderful panel of journalists talking to the students about how to effectively communicate climate change issues to people. 25 students and 6 teachers attended.

The key take home message was to use story telling techniques, find ways to connect with your audience, and keep trying.

We were very grateful for the School of Geography and Environment for allowing us to use their fantastic facilities.

The next event will be at the end of January or beginning of February. To get on our mailing list for these events, email kim.polgreen@oxfordearthacademy.org.


Wytham Wild Camp for 7 - 11s Autumn 2023

Our autumn half term Wild Camp had a more energetic approach than the warm lazy summer days back in August. Manse, Russ, Julia and Charlie ran some active adventures in our Classroom with Leaves at the Mount, at the Chalet, and around the Woods. There was lots to see, including a lot of fungi!

Back at base camp

That’s the welcome tent sorted - nearly

That’s it now until Easter while the Woods slow down a prepare for spring.

Oxfordshire Schools Sustainability Network event

The Oxfordshire Schools Sustainability Network is for teachers and students from different schools to gather to discuss sustainability issues.

On October 12th, 15 students and 6 teachers gather at the Oxford University School of Geography and Environment for a fantastic session with the Oxford-based Climate Psychologists, Patrick and Megan. Their key take home message was to look after your own wellbeing now while working for a better future.

Students from Cheney School had been previously trained to run a “Climate Cafe”, a lovely activity in which people can share their thoughts and feelings about climate change in a safe space. These students ran a session for the other attending students. Everyone enjoyed it, and the teachers supporting them were moved by what the students had to say.

We were very grateful for the School of Geography and Environment for allowing us to use their fantastic facilities.

The next event will be on December 6th.

Sustainability Education Colloquium with the Oxford University Department of Education

This article appeared on the website of the Oxford University Education Deanery on 11th July 2023 and has been adapted for this website.

In July 2023, I was delighted to have the opportunity to work with Dr Travis Fuchs, and the Oxford Education Deanery, to host a Sustainability Education Colloquium, the first of the Deanery’s suite of teacher learning events for 2023. We convened a group of 25 educators, including 15 teachers from 11 local schools. On a warm Friday evening we met for discussions about climate change and the implications for schools, and a sustainable dinner at St Anne’s College, Oxford.

The following day the group reconvened at the Oxford University research woodland, Wytham Woods, just outside Oxford, where the group discussed why sustainability is so relevant for schools, focusing particularly on (1) the potential benefits of more nature exposure on student (and teacher) wellbeing, and (2) the potential of highlighting the huge growth of sustainability-focussed careers to teenagers, particularly those struggling with the enormity of the implications of the climate and nature crises on their futures.

Our expert witnesses were Professor Ilina Singh, Professor of Neuroscience and Society at the Department of Psychiatry at Oxford University, who shared her expertise on the impact of nature on the wellbeing of humans, and Tim Kruger, a carbon sequestration entrepreneur, and Niall McWilliams, Managing Director of Oxford United Football Club, who both spoke about the world of sustainable work opening up for young people and the importance of preparing them with the relevant knowledge and skills.

Biodiversity experts Dr Liam Crowley and Dr Dani Linton introduced the group to moths and bats respectively, discussing the opportunities for nature connection, and the worrying impacts of climate on biodiversity.

Dr Laura Molway and Dr Hamish Chalmers, co-directors of the Education Deanery, were delighted with the success of the event. “On a weekend that followed the hottest British June on record and five days of the hottest global temperatures ever, this colloquium was timely and starkly relevant.”

High Sheriff of Oxfordshire Award!

Wow! I was shocked to learn that I had been awarded a High Sheriff’s Award for my work at Wytham Woods. It is a huge honour and I feel so humbled that Charlotte Richer, a teacher at The Cherwell School that I have worked with on a number of projects took the time from her ridiculously busy work to put together the application. And then came to the ceremony. Thank you Charlotte! It’s always such a pleasure to work with you. Kim

This is what Charlotte wrote in the application!

Kim works with unfailing energy to share her expertise and enthusiasm about sustainability and the environment with young people. She volunteers her time to facilitate opportunities for young people across Oxfordshire, welcoming groups to Wytham Woods in her role as Youth Educator in Residence, fostering links between researchers and the community and bringing outdoor education into schools. Her purposeful drive and determination inspire others, with projects such as her school tree-planting making a tangible impact not just on the young people directly involved but the wider community too.

What makes Kim’s contribution so unique is the warmth, generosity of spirit and care she brings to every interaction: she inspires those around her to feel empowered to take the lead on issues that matter most to them by taking them seriously, listening thoughtfully and valuing every contribution. From her pastoral wellbeing trips for vulnerable young people to her Green Futures event to inspire students to consider sustainable careers, Kim’s vision and determination to bring community action from concept to realisation is second to none.

Kim inspires others to be their best, promoting new and innovative collaborations between schools and networks, such as her creation of a sustainable fashion project for North Oxford schools with Low Carbon Oxford. That she also finds time to volunteer her expertise to school leadership through a governor role in Oxfordshire state schools, as an advisor to the University and a volunteer with the UK Schools Sustainability Network is further testament to her indefatigable energy and drive.

And this is the lovely write up on the Wytham Woods website -

Wytham Wild Camp Easter 2023

Love the ‘back to basics’ break from hectic life for [my son]. Outdoor, no screen, lovely team around him. And for him to reconnect with friends he met previously. 

Kim you are a legend!! [My daughter] absolutely loved today, she is soooo enjoying your class. It sounds amazing, we heard all about Liam! 

I just wanted to thank you, [my son] absolutely loved the camp today and is begging me to book him in for a summer camp if you are having one!

I was so happy they were immersed in nature and came back with so much to say about their day. Knowing they were with such knowledgeable people was a real plus and it’s clear from the photos this is an authentic camp, like no other.

I really enjoyed how the staff interacted and taught us different things. They were really approachable and enjoyed being asked questions. I particularly liked the camp cooking! My sister Lucy enjoyed the bug hunt, and bug bingo. We both loved Tinker (Kim’s dog).

It was lovely to welcome back so many of our summer Wild Camp crew to Wytham Woods, and to meet our new recruits, this time amongst daffodils and primroses of early spring.

The weather was extraordinarily kind to us, given how cold and wet it had been right up to the day before. We had lovely sunshine for our first two days, and enough action to keep us warm on day 3.

MONDAY was led by Manse Ahmed from Wilderness Pioneers. Manse is an amazing survivalist, in high demand for his skills. He runs some fantastic courses. Check out his website. Here he is showing the group edible plants, and pointing out badger tracks, as we rambled around the Woods on Monday morning.

Nettles, primroses and dog violets - yum!

Badger and deer tracks - cool!

Back at base camp the kids made themselves at home in and under trees, putting up their own tarpaulin shelters, clearly remembering Manse’s lessons from last summer.

While various battles ensued between encampments, they dipped in and out of the food prep activity, chopping and grating a mountain for veg to make our signature veg stew for afternoon tea. It was a great opportunity to learn how to safely use a knife, and the best techniques for peeling and chopping onions, garlic, carrots, sweet potato, mushrooms. The stew simmered away over the fire in Manse’s huge pot for a couple of hours and ended up deliciously soft and tasty. It was devoured by kids and staff alike!

The afternoon was wiled away in the sunshine, amongst the spring flowers. The games ebbed and flowed; we intervened with helpful ideas when tensions rose, or stepped in to divert them from danger, but mostly they managed themselves with us keeping a close eye on them, and Manse helping with den building. 5pm crept up on us without anyone noticing.

TUESDAY was bug day! It was led by Katie who works on education outreach for the Darwin Tree of Life Project (DToL) in the Department of Biology at Oxford University. Katie works with Dr Liam Crowley, an amazing entomologist who is the invertebrate expert on the Wytham DToL project, and a brilliant educator himself. Liam spent the day with us, sharing his enthusiasm and expertise.

Katie had set up three moth traps the evening before - seeing and holding moths is a fantastic way to introduce people (of any age) to wildlife. The kids loved them, wearing them on their arms and faces!

The other fabulous activities that Katie organised were looking at invertebrates under the microscopes up in the lab which everyone enjoyed, bug bingo with Liam’s gory and fascinating factoids about all the insects featured, and a long ramble through the Woods with bug nets, which this time featured a mud slide!

Playing bug bingo while wearing some moths.

The results of the bug walk

Playing Bug Bingo with Liam

Playing in the straw under the parachute

And hanging out under the trees

WEDNESDAY was led by school teacher and bushcraft expert Charlie Montier who runs Oxford Adventure School - check out his lovely paddle boarding adventures. We started the day with a walk up the hill to warm up, and a fantastic shelter building lesson, complete with Charlie’s jungle stories about swarming ants and jaguars!

Back at base, Charlie taught the group how to light a fire using a steel and cotton wool, and keep it going until it is established. This was a fantastic life lesson in tenacity, team work, learning from failure, and the joy of success. Success meant the chance to cook some bread on a stick, and warm a frankfurter and cheese over your fire, as well as the glow of achievement after a long struggle!

After a late lunch and expeditions to the loo and for more water, Charlie taught the group to whittle safely, and to use tools safely. This was clearly so empowering. The whittling circle also got involved in some deep political discussions - I was impressed!

Whittling and chatting

They loved it all - it was hard to drag them away at 4.45! But team work prevailed and we were packed up and back in the car park with happy parents at 5pm.

Many thanks to our amazing team, Katie, Manse, Zoe, Liam and Charlie, for all their amazing work and inspiration.

Manse, Zoe and Katie.

Charlie.

Me.

We are now planning another camp for Spring Half Term and for the summer holidays. Email me on kim.polgreen@admin.ox.ac.uk if you’d like to get on the mailing list for those.

First book group of 2023 at Wytham Woods

Another lovely walk and talk at Wytham. We covered loads of books and ideas. Not much else to say really. Next one is March 12th - on Eventbrite on the Wytham Woods account. This was our list for today - added to the main list.

Peter Ackroyd - chapter Sacred River

Lucy Jones - Losing Eden

Sue Stuart-Smith - The Well Gardened Mind

Wing in the Willows (as an adult)

Rewilding - Isabella Tree

Fledging - Hannah Boyrnw-Taylor (raises a finch, then a swift)

Regenesis - George Monbiot

HE Bates - Through the Woods

Thunderstone - Nancy Campbell

Archibald Lampman (Canadian poet) - January Morning

Book group members at Wytham Woods

Planting hedges at The Cherwell School

On Wednesday I spent the day at The Cherwell School with a group of wonderful Y13 students who were ducking in and out of other commitments such as Oxbridge interviews, to lead a day of hedge plantings with the Y7s. It was fascinating to see the Y13s chatting away with Y7s - something they probably don’t normally have the opportunity to do. I’m sure that both groups benefited hugely from understanding a bit more about the other.

Everyone hard at work

Year 7 carefully cleaning the spades - without even being asked.

Our wonderful St Edward’s student team came to help as part of their volunteering project

Imagine what it will be like in a few years when the fence has been obscured and the spiral guards have been removed.

Please note that our courses do not carry any formal accreditation