In this wide-ranging, good-humoured episode, Lewis and Gemma link up (10,000 miles apart!) with Jen and Narelle from Birdwings Forest School in subtropical Queensland. A dropped mic, a previously lost recording and torrential rain set the scene for a conversation about embracing imperfection, working on flooded bushland, and letting the landscape re-shape the day. They explore how First Nations acknowledgement frames every session; why children become “Story Keepers” who create new Dreaming tales; the art of trusting nature—and toddlers—to solve problems; and how a fledgling Australian Association of Forest School Leaders is weaving playwork, nature-connection and practitioner CPD into a uniquely Aussie model of “bush kindy”. From giant pythons and mud-soaked clothes changes to reflective practice and community resilience after wildfires, this chat is a vivid reminder that real learning happens when you lean into the mess.

⏱ Chapter Timings
00:00 – Mic mishap & second-attempt intro with Birdwings
00:45 – “Quality schmality”: letting go after a failed recording
02:00 – 16,000 km apart: the global Forest School web
03:40 – Flood-altered sites, missing logs and natural amphitheatres
07:00 – Beavers (not!) in Australia: rivers, dams & children’s assumptions
09:00 – Acknowledgement of Country and asking the land’s permission
15:00 – Story Keepers: children co-create new Dreaming narratives
19:30 – Bushfire season stories as collective therapy
40:00 – Torrential rain, 45-minute coat changes and independence
50:00 – Launching the Australian Association of Forest School Leaders

🌲 Keywords: Birdwings Forest School, Queensland floods, nature play, bush kindy, First Nations acknowledgement, Story Keepers, resilience building, playwork practice, Australian Association of Forest School Leaders, flood ecology, child independence, outdoor CPD

🔖 Hashtags:
#ForestSchool #NaturePlay #BushKindy #OutdoorLearning #StoryKeepers #IndigenousKnowledge #ChildLedLearning #RiskyPlay #ReflectivePractice #FloodEcology

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