Age: Early years (age 3-5), KS1 (age 5-7) and KS2 (7-11)
Activities for: School grounds, classroom, forest or local green space
Subjects: PHSE
We've teamed up with Jigsaw Education Group to create two new Nature and Wellbeing activity packs: one for EYFS/KS1 and one for KS2.
The activity packs are packed full of hands-on, curriculum-linked activities that will help children to connect with nature while learning simple techniques to support their mental and physical wellbeing.
What's included?
Each pack is designed to help children connect with trees and nature through movement, observation and reflection.
Early years and KS1 activity pack
- 13 activities that you can adapt for your group with ideas on how to build in reflection time and extend activities further.
- Spotter sheet.
- Nature themed movement cards.
- Template for your pupils to make their own nature and wellbeing journal.
KS2 activity pack
- Noticing nature - what can you see, hear and smell?
- Move like nature - moving bodies in a mindful way.
- Nature buddy - spend time connecting with nature.
- Nature and wellbeing journal - make your own special nature zine-style journal.
- Nature and wellbeing prompt cards - perfect for children to record their thoughts and favourite activities.
Download your free activity packs via the buttons below.
Created in partnership
These resources have been created through a partnership with Jigsaw Education Group and us at Forestry England: two organisations that share a deep belief in the importance of helping children feel connected - to themselves, to others and to the natural world.
By combining our own expertise in nature connection and outdoor forest environments with Jigsaw’s experience supporting children’s wellbeing through PSHE and whole-school approaches, these resources offer schools practical ways to help children experience the wellbeing benefits of time spent outdoors.
Together, we hope these activities inspire schools and families to see nature as a powerful space for reflection, curiosity and wellbeing.
