At the edge of the oval at John Septimus Roe Anglican Community School lies a quiet patch of bush – a place of rustling leaves, sandy paths, and reaching trees. Thanks to the support of the WA Parks foundation, we were able to deliver a three-week Nature Connection Series in this space. Working with Year 4 students and their Year 1 buddies, we helped activate Boodja Beedawong, giving life to an outdoor classroom. Boodja Beedawong is Nyoongar for ‘meeting place on Country’. The name reflects how this patch of bush has become an important space of connection for the school.
Through our Nature Connection Series, we establish rhythms and rituals that anchor bush spaces as sites for learning and play. Drawing on inspiration from Toni Christie’s work on the power of rituals and routines in outdoor learning (Childspace NZ), we invite students and teachers into a gentle and purposeful journey of transformation – of space, of relationships, and of perception.
What is an Outdoor Classroom?
Early in the program, we unpacked the concept of an outdoor classroom with the students. “Instead of carpet,” we explained, “our floor is made of earth, leaf litter and grass. Rather than four walls, we have trees and shrubs. Instead of a roof, we have clouds, birds, and an ever-changing canopy that offers shade and shifting light.”
This reimagining of what a classroom can be invited students to see the natural world not as a backdrop, but as a participant in their learning. It also offered teachers a powerful lens through which to observe their students in a new context – noticing how autonomy, sensory engagement, and peer collaboration flourished in the open space.
Building Connection, Ritual and Care
Each session followed a carefully designed flow that blended storytelling, exploration, reflective practice, and community building. The guiding aims were to:
- Developing agency and environmental awareness – through challenges like “Fire in the Forest,” students assessed their impact and adapted their movement.
- Establishing rituals such as the Dingo Howl call-in, check-ins, and journal reflections that offer rhythm and grounding.
- Orientation to place through activities like the Colour Match and Meet a Tree games.
- Fostering connection, respect and awareness – not just for the land, but for one another – through buddy systems and shared responsibilities.
Moments of Magic
Across the three sessions, many small moments stood out. A Year 4 student mentoring a Year 1 buddy with care and gentleness. A journal entry inspired by the shape of a balga. Laughter echoing during Eagle and Bandicoot tag. And teachers – many of whom were new to outdoor learning – expressing delight at the transformation they witnessed in their students’ engagement and sense of ownership.
While some challenges arose – dysregulated energy, buddy pairs occasionally becoming unbalanced, and the heat – these became learning opportunities. We practiced managing discomfort, building resilience, and noticing how energy moved through a group in different environments.
A Lasting Meeting Place
By the final session, students were confidently moving through the space. They were recognising trees, identifying plants, sharing reflections, and noticing small changes in the landscape. The bush had shifted – not in its appearance, but in its meaning. It had become a classroom, a meeting place, a Boodja Beedawong.
As facilitators, we are grateful to have been welcomed into this school community. It was a great privilege to witness the early stages of what we hope becomes a long and meaningful relationship between students, teachers, and the land they learn on. With embedded routines and an emerging sense of place, there is rich potential for nature connection at John Septimus Roe.
Photography Credit: John Septimus Roe Anglican Community School