Bushcraft Art and Crafts (Fungi Spore PrintsFungi all )

In the Northern Hemisphere we all hope for a white Christmas, unfortunately for most of us in the UK we will be disappointed and our dreams of practising winter bushcraft and survival skills, like building a quinze, will be postponed for another year.

With or without snow though crisp, cold Autumn and Winter days are my favourite time to be outdoors but with or without snow it can sometimes be a challenge to get young people enthusiastic about being out of doors when the weather is cold. Here is one idea for you though;

Fungi all leave a spore print and these can be used in children art projects

 All fungi produce spores, these are the equivalent of seeds in plants in that from those spores new fungi can develop although they are biologically very different. These spores can be used to produce very interesting pieces of art work with children. Spore prints can also be used to help identify fungi the colour of the spores varies just as much between species as the physical appearance of the fungi.

At this stage it is important to make that warning that should accompany any fungi foraging or activity that involves fungi, BE EXTREMELY CAREFUL, although you aren’t necessarily going to eat these fungi that doesn’t mean you can be any less careful. All fungi produce spores even poisonous ones and do you want your children handling poisonous species at all?

The safest approach with fungi is just not to touch species you aren’t 100% sure of. 

The spore print from a bollete

Once you have picked some fungi you can arrange them carefully on paper or card that will show of the spore deposit best, you will need a few different colours of paper. The fungi we collected this time included some inedible species but nothing really poisonous. This variety allowed us to make some different patterns using the different colours of spores. 

It won't take long to leave a spore print, a few minutes is often enough but if you leave it an hour or so, or potentially overnight you will get a darker print.

A tractor with field mushroom spore wheels

An excellent benefit of this activity and others which involve opportunities for children to work with natural materials gathered from the wild is the chance to help children engage with nature and the countryside environment around them.

This is one of the greatest benefits of practising Bushcraft with children, the hard core bushcraft skills can come later but it's the experiences of nature and the environment, an appreciation and general knowledge of local wildlife, imagination, self reliance and confidence that are the greatest benefits to young children.  

The Catch 22 of Bushcraft In Schools

B25 Bomber by Frank Kovalchek from Anchorage, Alaska, USA [CC BY 2.0 (https://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons

The only significance of the picture of the B-25 above is that it was the type of aircraft which the main character of Joseph Hellers classic novel 'Catch 22' Captain John Yossarian serves aboard as a bombardier. The popular phrase 'Catch 22' comes from this novel and defines a situation from which there is no escape due to contradictory rules.

That is how I feel about the idea of teaching bushcraft in schools; it absolutely should happen, I'm convinced that it would be in the best interest of young people to be taught bushcraft skills, particularly skills which increase their appreciation for and understanding of the natural world. BUT although I think it SHOULD happen I'm equally convinced that school would be a terrible place for that learning to occur.

Teaching about the natural world and environment is something which the curriculum is not very good at facilitating and something which schools are notoriously bad at. The situation was almost worsened during Michael Gove's disastrous stint as Secretary of State for Education when he almost succeeded in having topics such as climate change and sustainability dropped from England's national curriculum. For someone with that level of apparent disdain for the environment and sustainability to now fill the role of  Secretary of State for Environment, Food and Rural Affairs is frankly disturbing.

Michael Gove by Paul Clarke [CC BY 3.0 (https://creativecommons.org/licenses/by/3.0)], from Wikimedia Commons

Although I think learning bushcraft skills is a great way not only to learn about the environment but is also a fantastic way to develop resilience in children as well as benefit their physical and mental health. However; just because I think buschraft skills should be taught to children of school age doesn't mean that school would be a good place to do it. As a further education lecturer, forest schools leader and trainer of forest school leaders and having worked with schools delivering extra curricular environmental education, Duke of Edinburgh's Awards and various other things I don't think schools are really equipped to deliver bushcraft in a meaningful way. Also because schools are so driven by the National Curriculum and a desire to satisfy the whims of OFSTED and be ranked favourably amongst other schools in the area teachers and leadership teams in schools will struggle to justify adding something else to what the school delivers.

While many schools do now run very commendable outdoor education programmes the pursuit and delivery of outdoor and environmental education in schools has often been down to the whims of one or two particular teachers who might have a personal enthusiasm for the outdoors or environment. While this enthusiasm might be commendable in an individual it isn't always backed up by technical expertise or subject knowledge.

I have seen some excellent good practice amongst Forest School practitioners I have had the privilege of working with and teaching but this is unfortunately not consistent and is demonstrated by people who already have considerable outdoor experience or experience of other skills such as woodworking, bushcraft and who are experienced teachers already rather than by people who are coming to forest schools leadership because they have a little bit of enthusiasm for it and their school has nominated them to run forest schools. In those cases activities come out of books or from the internet and there is little innovation to their programmes and no challenge for the students. Also a lack of environmental knowledge on the part of forest school leaders seriously undermines it's constant comparisons to the more well established outdoor learning programmes from Scandinavia as most British Forest Schools simply can't deliver the quality of environmental learning that could be provided by a subject expert. That's not to say they have to as Forest Schools in the UK is largely focused on social and emotional development and principles such as free play rather than nature as the Scandinavian (particularly Swedish) equivalents are.

The progression towards being able to influence society on environmental issues as described by the Swedish Friluftfrämjandet and as delivered by their programmes including Skogsmulle which  influenced and is often compared to the UK's forest Schools

I have drawn attention to this issue in the past as it affects the outdoor education sector as a whole:  There is a well used claim by outdoor educators that outdoor education teaches an appreciation of the environment and delivers the objectives of environmental education and have been quite critical of this claim and highlighted a lack of evidence to support it. One of the reasons for my opposition to this general claim is that outdoor educators are not necessarily subject experts when it comes to the environment. Although the outdoor education industry recognises that outdoor educators need some level of environmental knowledge to be able to answer questions about the areas where they are leading groups but this knowledge is the not the same as the subject specialism and expertise required to teach environmental education.

This would be my fear if bushcraft was suddenly added to the national curriculum that a teacher with a bit of enthusiasm for bushcraft and a good collection of Ray Mears and Bear Grylls DVD's would suddenly become the schools 'bushcraft' teacher without the skills and expertise to back up their enthusiasm.

Based on the standard wages for forest school practitioners and teaching assistants I doubt very much that a school would be willing to pay a full teachers wage for a specialist bushcraft practitioner unless a serving teacher was willing to teach bushcraft in addition to their other duties and that's where the problem begins. Suddenly you have an inexperienced person teaching buschraft, which devalues bushcrafts contribution to learning and potentially creates health and safety issues if techniques arent taught properly.

You only have to watch a few youtube videos and do a quick search of the internet to see that poor technique and inexperience abounds amongst so called 'expert' bushcrafters; people who would teach someone to carve a feather stick like the one bellow and pass it off as good technique; 

By Jim Thomas (Jomegat) - Own work, CC BY-SA 3.0, Link

So that would be my fear for bushcraft if it was taught in schools that it would be done poorly by people who were inexperienced partly because of the education sectors historical reliance on people with an enthusiasm for the outdoors to deliver outdoor elements of their provision and partly because I know, having worked in education long enough, that there would be no proper funding for a bushcraft teachers role if one was suddenly required by the curriculum.

These two obstacles would mean that buschraft was taught poorly, possibly dangerously and without the subject knowledge to back up the learning or contextualise it in terms of it's application to other subjects.

Ultimately bushcraft won't ever be included in the curriculum anyway because it's outcomes aren't measurable enough or closely linked to priority subjects or progression to higher learning. I think it SHOULD be but it WONT, would be done BADLY if it WAS and CAN'T be because sadly it's benefits aren't recognised by education policy makers.

Why We Will Still Need Bushcraft Skills In Space

Last month I did something I almost never do and wrote about a movie here on the Bushcraft Education blog, hopefully it was more than just a rant about how rubbish The Revenant, a film claiming to depict the ordeal of Hugh Glass after his mauling by a bear in1823, was and how much more about survival we can learn from Riddley Scott and Matt Damon film The Martian. For the original post follow this LINK. I said in that post that even though The Martian is fictional it demonstrates a need for bushcraft and survival skills even in space, I thought I would follow it up with my thoughts on just why bushcraft skills will always be relevant. 

Geoff

_________________________________________________________________________________

People who practice Bushcraft tend to spend a lot of time looking back to times when the manual skills we value so highly were an essential part of every day life, to the mountain men of North America who lived by their trapping and navigating skills, to the Mesolithic hunter gatherers who gleaned every necessity from the land, and the craftsmen of yesteryear who relied on their manual skills and basic tools rather than the convenience of modern power tools.

However bushcrafters and survival skills enthusiasts have plenty of reasons to look forward as well, and before all the sensible people reading this give up expecting the next sentence to mention the zombie apocalypse, just give me a minute more to make my case.

Zombies aren't real and those 'prepping' for a zombie apocalypse need to keep their stockpiles of  green tipped ammunition and toxic green knife handles as far away from me as possible.

A knowledge of bushcraft is timeless, even if many of the skills are now made largely redundant on a day to day basis by modern technology;

The flint and steel or bow drill has been replaced by the piezo electric lighter, the electric oven and gas central heating.

Tracking and trapping animals and birds for food and clothing has been replaced by cellophane wrapped, battery farmed livestock and internet shopping.

Collecting, eating and preserving seasonal vegetables and fruits has been replaced by ordering a side salad or buying expensive 'porcini' mushrooms at a delicatessen even though they grow plentifully just yards from your home.

A bumper harvest of 'porcini' also known as cep or penny bun, fairy ring chantarelle and a giant puff ball. Sold dry in tiny packets in supermarkets for an absolute fortune. 

What worries me is the only people that seem to value these skills are the few first nations peoples who preserve their traditional knowledge for cultural as much as practical reasons and the relatively few people who practice bushcraft as recreation. In the UK our schools are demanding more and more inclusion of technology in the curriculum with very little emphasis placed on manual skill development. We have young school children learning computer programming, ipads in every classroom, students at secondary schools requiring laptops and home computers for every piece of homework, homework being conducted on virtual learning environments rather than in exercise books while all the time there are fascinating opportunities out of reach of our children just on the other side of the classroom window.

In the school grounds of my childrens school I could gather quince, lime bast for making rope, cat tail pollen for baking in the spring and seed down for firelighting in the autumn, a huge range of wild greens; shepherds purse, garlic mustard, lime leaves, pineapple weed and bitter cress, I could tap birch trees and use the bark to make birch tar and I that could all be embedded in the science curriculum but it isn't. There is a bit of a catch 22 here in my mind and I'll address it fully in another post next month . Briefly though the problem of trying to teach bushcraft at schools is that there simply isn't anyone to teach it and the risk is that if it was taught it would be taught badly and would turn children of to it, just as children can be turned off to other fascinating subject by bad teachers or by a poor curriculum, geography, science, literature and history for example should all be fascinating and engaging subjects, I don't know how you would ever make maths interesting but someone's got to try I suppose, but often schools manage to make even the most interesting topics tedious and disengaging and the same could happen to bushcraft if it was done in a school setting.

The point of this post though is whatever the difficulties of taking advantage of the natural school surroundings or of teaching a bit about the natural world those difficulties should be conquered and the learning should go ahead, children should be taught about nature and the environment, traditional rural skills and knowledge and bushcraft is the perfect way to do that teaching, in fact it's why I started this blog in the first place. 

Quinces collected with the permission of my daughters school, we turned them into jelly and mixed some of them with some black nightshade berries to make a delicious chutney too. But the school didn't take advantage of them at all, in fact the teachers didn't even know what they were and were at a complete loss when Lillie took a jar of the finished jelly in for them to try. 

If we aren't careful one day when we really need the skills of a bushcrafter, the practical skills which relate to ecology, survival, navigation, resource identification and collection, identification and gathering of food which only come from consistent exposure to and work in nature and the outdoors, we will find that no one has those skills. When in a few years we are all driving electric cars, commuting on mag-lift trains operating all our household appliances with our phones or in a million years when the human race is boldly exploring the galaxy with our computer whizz kid great-great-great-great etc.. grandchildren living in human colonies on the other side of galaxy, travelling faster than we can ever dream who is going to grow our food, plan the rotation of timber production, manage pests, carry out habitat management and restoration, discover and classify new species etc.. When computer code can do all that then we can start relying on technology but until then we will need to maintain and develop our connection with nature. Even if one day our technology has advanced so far that we can explore space and new planets what value will there be in that if all we can do when we get there is write computer code and do maths. We will always need ecologists, environmental scientists, experts in agriculture, bushcrafters and others with practical nature based skills. And with little engagement in those areas in school maybe it will be the people who practice it for fun that will save the day.

Self Taught Bowyer; because school wasn't enough.

This fantastic talk by Dong Woo Jang, who was fifteen at the time he gave this talk, epitomises self directed experiential learning. Although teachers can guide and enhance experiential learning there is also the argument that true experiential learning must take place without the direct intervention or 'mediation' by a teacher.
Dong has clearly found his passion in bow making and to escape from the pressures of school he, of his own initiative, found and pursued an activity which he has mastered only through practice and self directed, self motivated study. Through his free time activity he has developed an interest in history and traditional Korean bow making, I think this begs the question; What kind of traditional skills could our youth in the UK reinvent?

Bushcraft would be a fantastic medium for awaking an enthusiasm in the younger generation for traditional skills such as green woodwork, archery, basketry, timber sports etc... There are surely many self taught people out there who like Dong have found an activity you enjoy and become proficient purely by your own practice and experience, WHAT TRADITIONAL SKILLS HAVE YOU LEARNED YOURSELVES?

Bushcraft as an Educational Activity

I recently blogged about my research into the value of bushcraft when it is applied to formal education, this research has now been published by the Institute for Outdoor Learning (IOL) and can be found in the Autumn 2013 edition of their Horizons journal.

A few years before embarking on this more recent bushcraft related research I completed a project partly towards my undergraduate studies and partly as a fact finding/developmental exercise on the effectiveness of using bushcraft in an environmental education setting. This project was a vital part of the formation of teaching resources and courses for my company SurvivalHobbies which I was running at the time.

For the full report of how I used bushcraft to meet learning outcomes such as 'working as part of a group', 'environmental awareness' and 'making the most of leisure time' follow this link.

Creating Bushcraft Teaching Resources and Proving it's Value in Environmental Education

A key part of my personal development as a bushcraft instructor and probably the catalyst to my interest in Bushcraft as a tool in formal education was a project I carried out a few years ago as part of my studies at University;

RESEARCH INTO THE RELEVANCE OF ‘BUSHCRAFT’ WITHIN REAL WORLD ENVIRONMENTAL EDUCATION

Indigenous peoples have within the context of their own lifestyles been practicing ‘environmental education’ for thousands of years (Sterling 2001), but although the skills practiced by indigenous peoples survive in remote areas of the globe those skills have in our modern society been tagged as ‘bushcraft’ and become little more than an adventurous free time activity or a topic of interesting TV documentaries. Several case studies have made the observation that the effectiveness of environmental education could be increased by the inclusion of ‘free time’ and adventurous activities within environmental education programs (Cooper 1998). The purpose of this research was to establish the value of bushcraft within environmental education not only as an additional adventurous element to a program but as a relevant part of a course with appropriate links with the curriculum. As a result of this research it was hoped that a curriculum could be prepared for a number of bushcraft sessions which could be used within formal education to meet some objectives of a course rather than just being an enrichment activity.


The full write up of this project and my conclusions can be found here;
http://www.academia.edu/4748355/RESEARCH_INTO_THE_RELEVANCE_OF_BUSHCRAFT_WITHIN_REAL_WORLD_ENVIRONMENTAL_EDUCATION

An Introduction to Forest Schools

Discussion and Review of Current Forest School Philosophy and Aims in light of its recent Historical Development. 

The roots of what we in England now know as Forest Schools can be traced back to Scandinavia, ‘Friluftsliv’ literally ‘fresh air life’ was originally a Norwegian expression and is a concept deeply ingrained in their culture (Knight 2009). ‘Friluftsliv’ is also an integral part of the Swedish national curriculum; this approach is extended to all age groups in Scandinavia including the pre-school age group with ‘skogsmulle’ in Sweden and ‘Naturbørnehaven’ in Denmark.

Skogsmulle

The Swedish approach to Forest School style programs for pre-school children began in 1957 with Gösta Frohm (Joyce 2004)who at the time was head of the Swedish Society for Outdoor Life (Friluftsfrämjandet). He believed that from a very early age children should have opportunities to learn about sustainability and the environment (Joyce 2004).

Bringing Forest School to the UK

" The children set their own agenda, cook [on open fires], listen to storytelling, sing songs, and explore at their own level. They are able to climb very high into the trees on rope ladders and swings, and sit and whittle sticks with knives, alone " (Trout 2004).

This was an observation made during the trip to Denmark in 1994 by the early years department of Bridgewater College which began the formal development of Forest Schools in this country.  Within the UK forest schools expanded slowly, with the nursery at Bridgewater running forest school sessions, and later with Edexcel as their examinations board developing a suite of courses to transmit the forest school ethos (Knight 2009) and train new practitioners. However it was not until 2002 that a large organisation endorsed Forest Schools, it was then that The Forestry Commission stated “access to green space is not just about ‘the environment’. For young children there is perceived to be great benefit in teaching most subjects in a natural environment” (O’Brien, Tabbush, 2002).   Since then Forest Schools had continued to find favour in this country and throughout the world, Skogsmulle schools are found in Japan, Latvia, Russia, Germany, Norway, and Finland (Joyce 2004) and within the UK there are now dozens of providers of Forest Schools programs and training for practitioners.

Although there are now many well established providers of Forest Schools throughout the country the aims and ethos of Forest Schools is not always compatible with modern attitudes towards the outdoors and education.  Many parents and other well-meaning individuals have developed an attitude of ‘risk avoidance’   rather than one of trying to help children self-manage and approach activities that may be viewed as ‘risky’ themselves and learn to deal with those situations. Instead we as a society are now incapable of dealing with risks and have implemented unnecessary safety measures to avoid them, often at the expense of freedom and enjoyment (Gill 2007). Some of the activities involved in Forest Schools can be perceived as risky even something as harmless as ‘playing in the woods’ is not something that every child can do anymore. Forest Schools are a good way of redressing this balance and hopefully parents will feel more comfortable about their children taking part in activities in the woods and countryside as part of a Forest School course where there is less perceived risk if not on their own. This will be discussed more in the following essay on the Forest School leader’s role.

With regard to the curriculum and summative assessment led nature of modern education Forest Schools with its very open learner centred approach does not quite fit in, or at least has a niche all of it’s own. The fact that a learner will not finish a Forest School course with a recognised qualification and that there is no funding to be had for an institution for learners who take part in Forest Schools courses  makes Forest Schools an investment on the part of many institutions which they will see no financial gain from. This may be an issue for many institutions and although there are organisations which support Forest Schools such as the Forestry Commission, Woodland Trusts and some local authority’s this lack of funding may be a hindrance for many who would otherwise be involved in Forest Schools.

Philosophy and Aims

The best way to illustrate the philosophy and aims of forest schools is with this diagram:

Figure 1; Friluftremjanded 2006

This diagram focuses on the environmental education aspect of Forest Schools but other areas (and indeed in this country at least the environmental education aspect of Forest Schools would probably be considered secondary to the social development of participants)  of development among Forest Schools Participants may include;

·         Creative development

·         Physical development

·         Maths development

·         Communication, language and listening

·         Personal, social and emotional development

·         Knowledge and understanding of world.

·         (Forest Research 2005)

A Forest Research report on Forest Schools in England included the following which I think summarises very effectively the key features of a Forest School.

·         The use of a woodland (and therefore ‘wild’) setting that is framed by

strict safety routines and established boundaries that allows the flexibility and

freedom for child-initiated (not only issue-led) learning and other innovative

approaches to learning to take place in a low-risk environment. This woodland

setting is important particularly for children from areas of the country where

there is little opportunity for contact with the natural environment.

ƒ

·         Learning can be linked to the national curriculum and foundation stage

objectives whilst setting those objectives in a different context, and it is not

focused just on the natural environment. By incorporating innovative

approaches to learning (such as undertaking small and easily achievable

tasks) children are encouraged to develop their innate curiosity and

motivation to learn. This is particularly important for those who find it difficult

to assimilate knowledge in a strictly ‘classroom’ environment.

ƒ

·         The freedom to explore using multiple senses is fundamental for

encouraging creative, diverse and imaginative play. The focus is on the

‘whole child’ (not just their academic ability) and how they can develop their

own learning styles at their own pace whilst maximising the benefits from

each experience they discover for themselves.

ƒ

·         Regular contact for the children over a significant period of time (e.g. all

year round, in all weathers). Regular can mean anything from fortnightly

during a school term to one morning, afternoon or day every week for twelve

months or more. This is coupled with a clear set of safety routines and

boundaries that allow children to develop a responsible attitude to risk whilst

becoming familiar and confident enough to explore and interact with an everchanging natural environment.

ƒ

·         A high adult to pupil ratio (e.g. Groups are small with approximately twelve

children per session) allows for children to undertake tasks and play activities

that challenge them but do not put them at undue risk of harm. It also allows

practitioners quickly to get to know the individual learning styles, abilities and

characteristics of the children in their charge.

 References 

For a full reference list see my full essay at; http://www.academia.edu/4813212/Forest_School_Essays 

Teaching plant life-cycles with Bushcraft

Anual, Perennial, Biennial; there are lots of words to describe the life-cycle and life span of plants. Countryside management students need to have a knowledge of these terms and their meanings if they are to control certain invasive species, the control method may demand that they spray, pull or cut the plant at a certain phase of it's growth,  or plant species beneficial to local wildlife, such as cover crops, wild bird seed mixes or pollen and nectar plots for invertebrates. They will also need to be able to identify the plants at the various stages of it's life-cycle.

One method of illustrating this to students which works very well at this time of year is to take them out foraging for burdock. Burdock is a plant that they should all be familiar with and which they should be able to recognise. It illustrates perfectly the distinction between the first and second year of growth in a biennial plant. The end of the first years growth is the stage at which burdock should be harvested for it's roots and at this phase of it's growth it's leaves will be dying off leaving a large swollen root underground. Before the leaves disapear completely they can be used to locate the root which can then be dug up. During it's second year of growth the plant will have developed a long flowering stalk and will have produced the 'burrs' which give burdock it's name, if you were to dig up the plant at this phase you would find a tough shrivelled root underneth which would not be edible at all.

Foraged Burdock roots after a bit of scrubbing, ready to be baked in a campfire. All these roots came from relatively small burdock plants but as you can see they are quite large. Over the summer the root has become swollen and will provide the plant with the nutrients and energy it requires to survive the winter and continue into it's second year of growth next spring.

Bushcraft Links to UK key stage 2 and 3 Curricula

This table shows links to key stage 2 and 3 Geography and Science curricula with activities devised for a schools 'ecology club', a full description of each of these activities can be found here. 

Activity	Key Stage 2 Curriculum Links	Key Stage 3 Curriculum Links	Activity description  (page number)
Food Webs	Sc 2 (1 b,c, 3 a,b,c 5 a,d,e)	Geog (6 e) Sc2 (4 a,b, 5 b,d,e,f)	2
Each One Teach (Plant)	Sc 2 (1 b,c, 3 a,b,c, 4 a,b,c, 5 b,c)	Geog (6 e) Sc2 (4 a,b)	2
Each One Teach (Animal/Birds)	Sc 2 (1 b,c, 3 a,b,c, 4 a,b.c) (5 b,c)	Geog (6 e) Sc2 (4 a,b, 5 b,d,e)	3
Tracks and Trails	Sc2 (5 a,b,c)	Geog (2 e) Sc2 (4 a,b, 5 b,d,e)	3
Pond Dipping	Geog (1 a,b,c, 7 c) Sc1 (2 a,b,c,d,e,g,I,k,l) Sc2 (4 a,b,c, 5 b,c)	Geog (1 a,b,c,d, 2 b) Sc1 (1a,b, 2 a,b,c,d,e,f,k,l,m,o) Sc2 (4 a,b, 5b,c,d,e)	4
Nature Skits	Sc 2 (5 a,d,e)	Geog (6 e) Sc2 (4 a,b, 5 b,d,e,f)	5
Craft	Sc3 (1 a)	Geog (6 k)	5
The Incredible Journey	Geog (6 c)	Geog (6 d)	5
Scavenger Hunt	Geog (6 e, 7 c)	N/A	6
Map Making	Geog (7 c)	Geog (2 e)	7
Create A Critter	Sc2 (5 a,b,c,d)	N/A	6
Fire Making			10
Shelter Building			13
Camouflage	Sc2 (5 a,b,c,d)	N/A	8
Follow That Log			14
Pollution Tag	Geog (5 a,b, 6 e)	N/A	9
Key Species	Geog (5 a,b, 6 e) Sc2 (5 a,b,c,d)	Geog (3 c,d,e, 5 a, 6 e,j) Sc2 (a,b, 5 b,c,d,e)	9