Australian Animal Wildlife Safari: Make Your Own Outback Animal Tracks...With an Aussie Teacher!
Travel through Australia's geography, make friends with Australian wildlife, build fine motor skills, and learn new vocabulary as we create koala, kangaroo, wombat, crocodile and many other animal tracks in this nature-based class using story-telling, play & conversation | Combine with my other one-time classes to create your own Holiday Camp | Neurodiverse Inclusive.
Alice Campbell MTeach (PreK - Yr 2), MPlayTherapy
175 total reviews for this teacher
20 reviews for this class
Completed by 51 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
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This teacher may live in a different time zone.
✅ 𝗜𝗺𝗽𝗼𝗿𝘁𝗮𝗻𝘁 --> Please check the supplies list! 𝗧𝗵𝗶𝘀 𝗶𝘀 𝗮 𝗵𝗮𝗻𝗱𝘀-𝗼𝗻 𝗰𝗹𝗮𝘀𝘀 - children will need to bring materials to participate in the class. _______________________________________ Ｃｌａｓｓ Ｄｅｓｃｒｉｐｔｉｏｎ From the unusual platypus, to the irresistibly cute smiling quokka, Australia has some of the most amazing and unique animals in the world. This class is taught by an Australian and native English-speaking teacher who lived and worked for many years in the remote Australian outback, and is for...
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 vocabulary skills (or, for non-speaking children, visual vocabulary 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 vocabulary 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 vocabulary 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 vocabulary and speech development is sufficient opportunity for children to engage 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: ᴀ ᴘʟᴀʏ ᴛʀᴀʏ - a baking dish - a plastic art tray - a new (un-used) pet litter tray - a disposable foil baking pan ꜱᴇɴꜱᴏʀʏ ᴍᴀᴛᴇʀɪᴀʟ This sensory material must be able to show hand marks/ impressions in it, and it goes in the tray. - sand - clean soil - dry coffee grounds - cloud dough (made by mixing 8 cups of white corn flour and 1 cup of oil-based liquid, such as body lotion, hair conditioner, vegetable oil or baby oil) I also suggest having a damp hand towel or washer on hand, for children to be able to wipe their hands.
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 ~ positive 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 traveled in their learning, and then "what comes next" in their learning. I welcome questions and inquiries 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 MTeach (PreK - Yr 2), MPlayTherapy
Play-Based Learning For All Children - In The Real Wonderland
🇦🇺Lives in Australia
175 total reviews
354 completed classes
𝗛𝗲𝗹𝗹𝗼! 𝗠𝘆 𝗻𝗮𝗺𝗲 𝗶𝘀 𝗔𝗹𝗶𝗰𝗲. I am a verified 𝗢𝘂𝘁𝘀𝗰𝗵𝗼𝗼𝗹 𝗔𝗖𝗘 𝗘𝗱𝘂𝗰𝗮𝘁𝗼𝗿 and I help families from all over the world, who are searching for meaningful alternatives to high-pressure and standardised teaching approaches. An increasing number of parents...