1:1 Tutoring Child-Led, Personalized, Play-Based Curriculum (Academic & Social)

𝗜𝗳 𝘁𝗵𝗲 𝘁𝗶𝗺𝗲𝘀 𝗹𝗶𝘀𝘁𝗲𝗱 𝗮𝗿𝗲 𝗻𝗼𝘁 𝘀𝘂𝗶𝘁𝗮𝗯𝗹𝗲, 𝗽𝗹𝗲𝗮𝘀𝗲 𝗳𝗲𝗲𝗹 𝗳𝗿𝗲𝗲 𝘁𝗼 𝗰𝗼𝗻𝘁𝗮𝗰𝘁 𝗺𝗲 𝘁𝗼 𝗲𝗻𝗾𝘂𝗶𝗿𝗲 𝗮𝗯𝗼𝘂𝘁 𝗮𝗻 𝗮𝗹𝘁𝗲𝗿𝗻𝗮𝘁𝗶𝘃𝗲 𝘁𝗶𝗺𝗲. 

This listing is for 30 min. sessions. However, these can be extended to 45 or 60 minutes on request.
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This class is a one-on-one (private) class in which I design and provide a 100% individualised play or interest-based learning experience for your child, with a focus on their learning goals, needs and preferences.  I do not use any standardised curriculum, pre-printed worksheets, or off-the-shelf activities in this class. Everything we do is uniquely tailored and individually designed for your child. This takes into account their maturity, preferences for communicating, sensory and processing styles, the things that motivate them, their sense of belonging and acceptance, and their sense of safety in a learning/ educational setting. Children who use blunt/ direct communication are welcome in this class. 

I am a Master's qualified teacher, with over 30 years experience with diverse children and adults, and specialist qualifications in play-based learning/ therapeutic play, literacy development, and inclusive and responsive education.  

𝗧𝗵𝗶𝘀 𝗼𝗻𝗲-𝗼𝗻-𝗼𝗻𝗲 𝗽𝗿𝗶𝘃𝗮𝘁𝗲 𝗰𝗹𝗮𝘀𝘀 𝗵𝗮𝘀 𝗮 𝗽𝗿𝗲𝗺𝗶𝘂𝗺 𝗼𝘂𝘁𝗹𝗮𝘆, 𝗯𝗲𝗰𝗮𝘂𝘀𝗲 𝗼𝗳 𝘁𝗵𝗲 𝘁𝗶𝗺𝗲 𝗜 𝘀𝗽𝗲𝗻𝗱 𝗲𝗮𝗰𝗵 𝘄𝗲𝗲𝗸 (𝗼𝘂𝘁𝘀𝗶𝗱𝗲 𝗼𝘂𝗿 𝗰𝗹𝗮𝘀𝘀 𝘁𝗶𝗺𝗲) 𝗽𝗹𝗮𝗻𝗻𝗶𝗻𝗴, 𝗶𝗻𝗱𝗶𝘃𝗶𝗱𝘂𝗮𝗹𝗶𝘀𝗶𝗻𝗴 𝗮𝗻𝗱 𝗽𝗿𝗲𝗽𝗮𝗿𝗶𝗻𝗴 𝗮 𝘂𝗻𝗶𝗾𝘂𝗲, 𝗳𝗼𝗰𝘂𝘀𝗲𝗱 𝗮𝗻𝗱 𝗺𝗲𝗮𝗻𝗶𝗻𝗴𝗳𝘂𝗹 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗲𝘅𝗽𝗲𝗿𝗶𝗲𝗻𝗰𝗲 𝗳𝗼𝗿 𝘆𝗼𝘂𝗿 𝗰𝗵𝗶𝗹𝗱. Specifically, this class includes: 

✅ An initial play-based observational assessment (i.e. 𝗻𝗼𝘁 testing, quizzing or standardised "school-style" assessment) of your child's learning needs and preferences and their learning strengths and interests, as well as their current skills and strengths in the learning area you are focussed on. This takes place in our first 1 - 2 sessions.

✅ Reviewing your insights and perspectives, as well as any previous documents of your child's needs (e.g. any assessments, reports, etc.) that you wish to provide me with.

✅ Development of strengths-based, developmentally appropriate, and meaningful short-term and long-term learning goals in consultation/ agreement with you.

✅ Designing and preparing a unique, comprehensive, play-based learning experience/ program to meet your learning goals. This will be informed by:
~ your knowledge of your own child (I view parents as the experts in their own child's needs); 
~ your child's preferences; 
~ my observations of your child in relation to play and learning; 
~ current research about best-practices in play-based teaching, child development,  and any relevant subject teaching areas; and
~ any reports or feedback from other teachers/ professional assessments that you feel are useful. 

✅ 𝗔 𝘄𝗲𝗲𝗸𝗹𝘆 𝘀𝗲𝘀𝘀𝗶𝗼𝗻 (𝘅𝟱) 𝘄𝗶𝘁𝗵 𝘆𝗼𝘂𝗿 𝗰𝗵𝗶𝗹𝗱 𝘄𝗵𝗲𝗿𝗲 𝗜 𝘂𝘀𝗲 carefully tailored child-led and interest-led play to support their learning in a way that is developmentally appropriate, self-motivating, joyful and respectful of their learning/ sensory/ cognitive/ play preferences; 

✅ Regular updates and communication with you between our sessions as required (see below in this description for more detail)

✅ Matching the learning goals of our play sessions to any official curriculum if required, and providing you with a copy (e.g. for Charter School or NDIS reporting); and

✅ Providing a written 'completion statement' or summary transcript if required for your funding reporting. 

𝗕𝗲𝗳𝗼𝗿𝗲 𝗲𝗻𝗿𝗼𝗹𝗹𝗶𝗻𝗴 𝗶𝗻 𝘁𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀:
➡ Please read the information on this page carefully. 

𝗔𝗻𝗱, 𝗶𝗳 𝘆𝗼𝘂 𝗵𝗮𝘃𝗲 𝗻𝗲𝘃𝗲𝗿 𝘁𝗮𝗸𝗲𝗻 𝗮 𝗰𝗹𝗮𝘀𝘀 𝘄𝗶𝘁𝗵 𝗺𝗲 𝗯𝗲𝗳𝗼𝗿𝗲, 𝗽𝗹𝗲𝗮𝘀𝗲 𝗲𝗶𝘁𝗵𝗲𝗿:
➡ Consider trialling a one-time classes with me first, so you and your child decide if you like my teaching style; OR
➡ Book my 15 minute "Choice and Voice" session (the fee will be credited toward your next multi-day class with me) so we can see if this class will be a good fit for your child. Register here: https://outschool.com/classes/choice-and-voice-interest-led-and-play-based-learning-tJoiyORk#us4V3ufrxg

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Ａｂｏｕｔ  Ｔｈｉｓ  Ｃｌａｓｓ
In this class, I work (and play!) one-on-one with your child. 

Research identifies that play-based learning is one of the most effective, 'high quality' and inclusive approaches to teaching, because it engages children in learning through an activity that they feel highly motivated to participate in (Fleer, 2007). 

However, there is no "right" way to play. Some children play through imagination. Others engage through intensely-focussed projects and problem-solving. Some children play through intensive and focussed language, conversation and story-telling. And silent or parallel play is the most comfortable form of play for others. Additionally, the ways that children play can change with time, maturity, neurodiversity, and past experiences. In this class, I carefully design play respond to each individual child's:
~ preferred way of interacting and communicating; 
~ maturity; 
~ motivation and interests; and
~ sense of belonging and acceptance.

I use these as a basis for developing learning experiences that will support your child's skills or learning area(s) in your focus area. My Master's degree in Teaching, and other postgraduate qualifications, enable me to cover curriculum or skills in any combination of: 
~ English conversation, speaking and oral language;
~ Science, engineering and geography;
~ Maths and mathematical thinking;
~ Literacy, reading and writing;
~ Art; or
~ Learning dispositions (confidence, planning, attention, problem-solving, curiosity, creativity, flexible thinking, working memory, confidence, negotiation, self-regulation for learning, sequencing problems).

Play-based teaching goes beyond offering some "cute" activities or "fun" colour-in sheets. Authentic play is not just entertainment, but is a complex activity which actively contributes to each child learning in ways that are meaningful and sustained. Play follows a particular developmental pathway (which has unique features in neurodivergent learners) and is an activity that has many elements and aspects. 

Play-based learning draws on the research about play development, provides authentic play experiences which are then used to introduce and deliberately develop a wide range of social, cognitive and personal skills and knowledge. Other benefits of play-based learning include improved memory retention, greater alignment with developmental abilities and learning preferences (i.e. inclusion and support for neurodivergent and non-typical learners), improved problem-solving, and even improved academic outcomes in literacy, mathematics and science when compared with traditional methods of teaching (e.g. Fleer, 2007; Stagnitti, 2009; Wasserman, 1990). 

Some examples of play-based learning experiences I have developed for past learners include: 
* Designing quizzes in the child's area of interest (Roblox) to support development of language skills, turn-taking in conversation, and having a conversation that includes their own interests as well as other people (9.y.o Autistic learner).
* Gel-plate print-making activities and extensions for an artistic child who wanted to develop better skills in flexible thinking and creative problem-solving (10 y.o. Autistic/ 2e learner).
* Open-ended art projects in the child's area of interest (Dungeons & Dragons) to strengthen skills in taking risks and finding ways to learn productively with a strong perfectionism drive (6 y.o. Autistic & ADHD learner).
* Art and drawing, progressing to writing, to support a child's handwriting skills and confidence (7 y.o. Autistic, ADHD and hyperlexic learner).
* Combining story-telling and hands-on construction projects to teach reading (8 y.o. dyslexic child). 
* Designing intensive/ deep-learning projects in the child's area of interest (drain pipes), to support math/ science/ STEM learning (6 y.o. 2e, Autistic, hyperfocussed child.
* Designing child-led play activities to improve confidence, self-advocacy and learning enjoyment (8 y.o. Autistic, PDA, school-anxious and refusing child). 
...and many others!!


I generally find that - depending on your learning goals and curriculum focus - a minimum of four weeks is needed to begin to see progress and most children benefit from sustained participation in a play-based learning environment. 
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Ｗｈｏ  Ｉｓ  Ｔｈｉｓ  Ｃｌａｓｓ  Ｆｏｒ？

This class is designed to be flexible and responsive to a wide range of learners. 

𝗡𝗲𝘂𝗿𝗼𝗱𝗶𝘃𝗲𝗿𝗴𝗲𝗻𝘁 𝗟𝗲𝗮𝗿𝗻𝗲𝗿𝘀
Neurodivergent learners are welcome, affirmed and will have their personal, communication and curriculum learning needs met in this class. I work with the play, communication, language and thinking preferences that are most comfortable for your child. I do not use behaviourist approaches in any of my teaching (e.g. rewards/ artificial consequences/ ABA-style teaching methods). I also encourage parents to not be concerned about "behaviours" such as meltdowns, oppositional or avoidance behaviour in any of my classes. As the teacher (adult) working with your child I understand that these behaviours are a child's way of communicating a need...and it is my job to "find" and respond to that need - rather than taking these behaviours "personally". 

𝗘𝗦𝗟 𝗟𝗲𝗮𝗿𝗻𝗲𝗿𝘀
This class is suited to ESL learners who are developing conversational English, vocabulary, pragmatic language, and accent...and who would benefit from one-on-one attention and motivation through engagement in play-based experiences. 

𝗛𝗼𝗺𝗲𝘀𝗰𝗵𝗼𝗼𝗹, 𝗖𝗵𝗮𝗿𝘁𝗲𝗿 𝗦𝗰𝗵𝗼𝗼𝗹 (𝗨𝗦) 𝗮𝗻𝗱 𝗡𝗗𝗜𝗦 (𝗔𝘂𝘀𝘁𝗿𝗮𝗹𝗶𝗮) 𝗟𝗲𝗮𝗿𝗻𝗲𝗿𝘀
Homeschool, Charter School and NDIS Early Childhood Education learners are all supported in this class. This includes "almost-unschoolers" and deschoolers who would like some guided support in developing their home-based approach to child-led and interest-led learning.  

You are welcome to provide me with any specific scope or curriculum outcomes (e.g. for Charter School or NDIS purposes) that you need this class to align with (see more in the "Learning Goals" section below). 

𝗣𝗲𝗿𝘀𝗼𝗻𝗮𝗹 𝗖𝗶𝗿𝗰𝘂𝗺𝘀𝘁𝗮𝗻𝗰𝗲𝘀 𝗼𝗿 𝗡𝗲𝗲𝗱𝘀
This class is also suitable for children who would benefit from one-on-one attention...which may be for any number of personal, family or school-based reasons. In this class I support children to connect (or re-connect) with a sense of joy and meaning in their learning, and to develop confidence in topics or skills, through play experiences which value and affirm their strengths, interests and preferences. 

You may also book this class and request that I provide any other of my approved Outschool classes, in a one-on-one format, adapted to the individual needs of your child. 

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Ｃｌａｓｓ  Ｆｏｒｍａｔ

𝗧𝗵𝗲 𝗙𝗶𝗿𝘀𝘁 𝗦𝗲𝘀𝘀𝗶𝗼𝗻
Our first session will consist of a relaxed period of play, led by your child, where I observe and assess your child's preferred play, communication and learning style - as well as their current strengths and abilities in the specific topic area (e.g. English conversation, literacy, science, etc). My primary aim in our very first session is for your child to feel welcomed, valued and a sense of wanting to come back again next week.  

Following our first session, I then undertake some planning. I will communicate with you about how I intend to approach our subsequent sessions, and will suggest some short-term and longer-term goals. I will ask for your feedback and input into my intended approach, and make any adjustments as agreed. 

If you are repeating this class, I will confirm or make any adjustments to our previous learning goals. 

𝗦𝘂𝗯𝘀𝗲𝗾𝘂𝗲𝗻𝘁 𝗦𝗲𝘀𝘀𝗶𝗼𝗻𝘀
I will meet with your child each week. Each session is child-led, meaning that each session will vary based on factors such as your child's current interests, their communication preferences and even their mood on that day. Depending on our learning goals, I will also begin gradually adding extensions and challenges in our play, at a gentle pace and in ways that are comfortable for your child. 

In the first few sessions your child will be asked to bring some toys, materials or objects that they like to play with (see "Supplies" list below). As our sessions progress, I may offer additional suggestions for materials to support their learning. 

I use many different styles of play in this class, depending on your child's individual needs. To determine the type of play we will use in each session, I draw from the Play Profile framework (Chazan, 2002). The range of play approaches I will use in this class will vary in complexity. They will always be offered in response to your child's own play preferences,  and may include:
~ Sensory play
~ Gross-motor play
~ Exploratory play
~ Fine motor and "manipulative" play
~ Sorting/ aligning/ arranging play
~ Cause-effect play
~ Problem-solving play
~ Construction play
~ Imitation ("role") play
~ Dilemma and conflict-themed play
~ Fantasy (imaginative) play
~ Game play*
~ Art-making play

(*Please note that if your child has a single and specific gaming interest, such as Chess or Minecraft, please feel free to contact me and I will happily refer you to another Outschool teacher who specialises in that specific gaming area). 

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Ｃｏｍｍｕｎｉｃａｔｉｏｎ  Ｗｉｔｈ  Ｐａｒｅｎｔｓ／  Ｇｕａｒｄｉａｎｓ
After each session, I review our session and update plans for our subsequent session. I will also communicate with you in between our sessions: 
~ if I identify the need for any major changes to our learning goals or approach;
~ if I have any suggestions, recommendations or requests that your child brings any specific materials to the next class; or
~ if I have noticed any major developments or growth in learning during our previous class. 

I encourage and welcome you to make contact with me at any time if you have any concerns, feedback, suggestions or requests that I can use to more finely respond to your child's needs in each session. 

Please see "progress" section below for information about reporting and transcripts.