Julian’s Education and Training

Having attended Excalibur [Alsager] and  Papdale [Kirkwall] primary schools, Julian spent 2 years at Rivington and Blackrod High School before completing the rest of his secondary education at Trinity School, Carlisle.

In 1983, Julian achieved quite good grades in his “O” levels:
                    A in physics     Bs in Biology, Chemistry, Computer Studies and English Language     D in Mathematics
                    [the A in physics being especially  noteworthy given the D in mathematics – improved to C in 1984]

In the sixth form, however, disenchantment with formal learning set in and this was reflected in Julian’s seriously under-performing, in 1985,  at ”A” level:
                           B in General Studies    Es in Art and Biology    [+ a pass at “O” level in Chemistry]

Julian then undertook a Foundation Year at Carlisle Art College, the main benefit of which was that he developed an interest in printmaking. He spent the following year at his parents’ home on Rousay where he earned a modest income making lino-cut prints of local scenes. During this period Julian lived in a small ruined barn which he restored himself.

In the summer of 1988, Edgar Wilson [a philosopher whom Julian’s father had appointed to the Faculty of Social and Educational Studies at Crewe and Alsager College of Education] came with his family for a holiday on Rousay. Edgar, an extremely bright and lively person, and Julian got on famously and they spent many hours discussing "life, the universe and everything". Julian’s appetite for learning was re-awakened and, a few weeks later, Julian departed Orkney to embark on a Philosophy and Psychology degree at Crewe and Alsager College. A major part of the third year of this degree involved independent, supervised study culminating in a dissertation. Julian’s dissertation Music as a Paradigm for Judgements was an impressive multi-disciplinary study, involving not only philosophy and psychology but also physiology and music theory. It contributed significantly to Julian being awarded, in 1991, a B.A. degree [Class 2, Division 1].

Having worked for several years in residential establishments, in Yorkshire and in Cumbria, for boys with behavioural problems Julian moved into the secondary school sector as a Teaching Assistant working mainly in the Science department of a Barrow school. Because of his rapport with pupils and his ability to explain things in a way that they could understand, Julian was encouraged by staff at the school to undertake teacher training and so he applied for, was accepted on to, and successfully completed, a special two-year course at St. Martin’s College, Lancaster which resulted in his being awarded, in 1999, both a B.Sc. degree [2.2] and Qualified Teacher status.

Julian had been a keen canoeist for many years and had become a qualified Canoeing Instructor. Also, having spent many years working in Special Schools [both in Ulverston and on Walney Island], Julian did some additional training as a Forest School Practitioner and, on one day per week for several years, took groups of Special School kids out into South Cumbria woods. In 2018, Julian was delighted when he was able to purchase a 5-acre wood of his own, Harlock Woods, just 2 miles from the centre of Ulverston. For the last few months of his life Julian was able to undertake his Forest School activities there. This was the part of his work that he most enjoyed doing.

All of Julian's family are really pleased that Julian's vision for Harlock Woods is to be developed further by John Harrington who lives in the flat below Diana and Magnus at Cavendish House, Ulverston. John is also an accredited Forest School practitioner who works with disadvantaged young people.  He will be using the wood for his own work and also encouraging its use by other groups including local scouts and the special school where Julian worked. John and a few other interested folk, including Diana have been helping with further improvement to the paths etc. in the wood.

See below for some information about Forest School and, in the Pictures section, certificates of the qualifications that were most important in Julian's life and work.

About Forest School
 
Forest School is an inspirational process that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.
Forest School is a specialised learning approach that sits within and complements the wider context of outdoor and woodland education.
 
The ethos is shared by thousands of trained practitioners across the UK and beyond. Its roots reach back to early years pioneers in outdoor learning and across the sea to Scandinavia.


At Forest School all participants are viewed as:
   equal, unique and valuable
   competent to explore & discover
   entitled to experience appropriate risk and challenge
   entitled to choose, initiate and drive their own learning and  development
   entitled to experience regular success
   entitled to develop positive relationships with themselves and other people
   entitled to develop a strong, positive relationship with their natural world
 
Principles of Forest School

Rather than a one-off or infrequent visits; the cycle of planning, observation, adaptation and review links each session.

FS takes place in a woodland or natural environment to support the development of a relationship between the learner and the natural world.
FS uses a range of learner-centred processes to create a community for being, development and learning.
FS aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative           learners.
FS offers learners the opportunity to take supported risks appropriate to the environment and to themselves.
FS is run by qualified Forest School practitioners who continuously maintain and develop their professional practice. 
 
A case study
‘You’ll have to watch this one’ said an accompanying teacher. ‘He has been thrown out of every class in the school – we just don`t know what to do with him.’
Max was 14 and on the Autistic Spectrum – he struggled with relationships and the environment in which he was being taught. The Forest School programme was truly amazing for him and he went from strength to strength over the weeks. His progress was humbling to see as he found his natural strengths – the positive learning experiences gave new opportunities for everyone (teachers as well) to see Max in a different and positive light. He said he ‘felt free’. The positive ripple effect was felt back in school.