Science & Nature
Australian Animal and Wildlife Tracks...With an Aussie Teacher! | Play-Based Kindergarten & Preschool
In this alternative to "circle time"...become an animal tracking detective! Using nature-based story telling, process art and imaginative play we journey into the Australian bush, discover the tracks and traces of unique animals of Australia, and create our own animal tracks using sand.
105 total reviews for this teacher
7 reviews for this class
Completed by 16 learners
learners per class
How does a “One-Time” class work?
Meets once at a scheduled time
Live video chat, recorded and monitored for safety and quality
Great for exploring new interests and different styles of teachers
How Outschool Works
Available TimesPacific Time
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🔥 This class is in high demand! 3 of 21 classes have sold out.
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This class experience has several features: 𝗦𝗺𝗮𝗹𝗹𝗲𝗿 𝗖𝗹𝗮𝘀𝘀 𝗦𝗶𝘇𝗲𝘀 This class is smaller than Outschool's recommended class size. This ensures your child receives more personalised attention, and allows me to adjust each session to meet their individual needs and interests. 𝗟𝗼𝗻𝗴𝗲𝗿 𝗗𝘂𝗿𝗮𝘁𝗶𝗼𝗻 & 𝗗𝗲𝗲𝗽𝗲𝗿 𝗟𝗲𝗮𝗿𝗻𝗶𝗻𝗴: This class has a longer duration than typical Outschool early childhood classes. I use a play-based, hands-on approach to learning, which strengthens each child's attention span, allowing...
The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. ______________________________ Ｉｎｔｅｎｄｅｄ Ｌｅａｒｎｉｎｇ Ｏｕｔｃｏｍｅｓ 1. I can demonstrate and increasing knowledge of, and respect for natural environments. 2. I can explore, observe and notice other living things. 3. I can make connections between experiences, concepts and processes. 4. I can explore ideas and theories using imagination, creativity and play. 5. I can take on the roles of a literacy and numeracy user and learner in my play. 6. I can develop an understanding that symbols are a powerful means of communication, and that ideas, thoughts, sounds and concepts can be represented through them. ______________________________ Ｃｒｉｔｉｃａｌ Ｔｈｉｎｋｉｎｇ Ｑｕｅｓｔｉｏｎ(ｓ) 1. What other symbols and signs do you notice around you? 2. What do they communicate? 3. Who put them there? 4. Who do they help? ______________________________ Ｓｃｉｅｎｃｅ Ｃｏｎｔｅｎｔ ａｎｄ Ｃｏｎｃｅｐｔｓ ~ Animals and plants become adapted to a particular ecology. ~ The structure of something influences its function. ______________________________ Ｍａｔｈｅｍａｔｉｃｓ Ｃｏｎｔｅｎｔ ａｎｄ Ｃｏｎｃｅｐｔｓ ~ Counting. ~ Subitising. ~ Comparing number. ~ Adding/ subtracting. ~ Composing numbers. ~ Patterns, structure and algebraic thinking. ~ 2D shapes. ~ Composing 2D shapes. ~ Disembedding shapes. ~ Spatial visualisation and imagery. ~ Spatial orientation. ~ Measurement (length). ~ Measurement (angle and turn). ______________________________ Ｖｏｃａｂｕｌａｒｙ ａｎｄ Ｓｐｅｅｃｈ This class will provide a setting for children to develop and practice their vocabulary and speech relating to the content, concepts, and activities we are exploring. The words we will be using will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabularly skills (or, for non-speaking children, visual vocabularly skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabularly and speech development. This includes: 𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻 Explicit vocabulary discussion means that, in this class we not only use words, but we may also sometimes talk about them. We might discuss, for example: ~ what does this word mean? ~ what words would communicate what we want? ~ what other words can we use for this? While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabularly discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻 While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabularly and speech development is sufficient opportunity for children to enage in meaningful, two-way conversations that are interesting to them. To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout this class about the things that have captured their interest or that they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech.
I hold a Master of Teaching (Early Childhood) and have specialist skills in designing immersive education programs for young children, birth to age 8. I am a former member of Mensa.
There is no homework in this class. However, children may wish to continue working on their projects after class. I will also provide a handout after each class with suggestions for (optional) activities, play and art to extend children's learning and interests between sessions. Children will need assistance from an adult to prepare and set-up prior to the session. Once you have the materials, this will typically take approximately 10 minutes.
For this class, your child will need: ~ A small tray of sand to use in our storytelling. If you don't have sand, some clean soil or dry coffee grounds can be substituted. Examples of good-sized trays are a new pet litter tray, a baking tray, or a disposable baking pan, which are usually available in most supermarkets. If you are unable to source any of these materials, you can use some play dough. Please note that play dough doesn't "show up" the tracks quite as well as sand, but it will work for this class enough for children to still enjoy it! OPTIONAL (for after class) ~ either some air-dry clay (available from most art/ craft suppliers at around $5) OR a batch of home-made salt dough (5 minutes prep mixing 2 cups flour + 1 cup salt + 1 cup water).
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). I then routinely provide feedback to children. This may consist of: ~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting"); ~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or ~ postive stretching (e.g. "I wonder if you could show that idea in other ways?). This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have travelled in their learning, and then "what comes next" in their learning. I welcome questions and enquiries from parents about their child's learning progress.
40 minutes per week in class, and no time outside of class.
~ In this class (depending on time) I sometimes use taxidermy: specifically a kangaroo skull (obtained ethically, and died from natural causes). Most children find this fascinating. However, if you believe this will distress or upset your child, please let me know prior to the class and I will omit this from the session. ~ Children will need assistance to prepare and set-up prior to each session. This will typically take around 10 minutes. ~ This class includes a strong focus on children's hands-on participation and agency. I suggest having a large tray, towel, or sheet to ensure easy clean-up following the class. Children should wear clothes that you are comfortable if they get messy or stained.
Alice Campbell (she/ her)
Early Years Teacher, Nurse & Therapist - Small Personalised Groups - Play-Based & Nature-Based Learning - Humanised Relationships
🇦🇺Lives in Australia
105 total reviews
193 completed classes
Hello! My name is Alice. I am qualified as a nurse, Early Childhood Teacher and Play Therapist. I help families from all over the world, who have had difficulty in finding high-quality, meaningful alternatives to the ‘conform-comply-control...