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Dragonology: Discover the Math, Science, STEM and ELA secrets of Dragons | Complete Play-Based Home Education Curriculum | Neuroaffirming - Dyslexia, Autism, ADHD & 2E friendly |
Enter the world of mythical dragons, and nurture your child's creativity, critical thinking, and skills in STEM, science, math, language, social science and art. Go beyond passive video-watching with this flexible homeschool curriculum/ home education & learning guides, encompassing storytelling, problem-solving, play, and active, off-screen creative activities as well as teacher feedback.
Class experience
US Grade Pre-Kindergarten - 2
𝗪𝗲𝗹𝗰𝗼𝗺𝗲 𝘁𝗼 𝘁𝗵𝗶𝘀 𝗰𝗼𝘂𝗿𝘀𝗲 𝗶𝗻 𝗗𝗿𝗮𝗴𝗼𝗻𝗼𝗹𝗼𝗴𝘆, 𝘄𝗶𝘁𝗵 𝗔𝗹𝗶𝗰𝗲 𝗳𝗿𝗼𝗺 '𝗜𝗻 𝗧𝗵𝗲 𝗥𝗲𝗮𝗹 𝗪𝗼𝗻𝗱𝗲𝗿𝗹𝗮𝗻𝗱'! This is a "Flex" class, which means there are no live meetings. Instead, this course consists of a comprehensive home education curriculum package, with videos, activities, stories, prompts and guides carefully designed to support a 𝗰𝗵𝗶𝗹𝗱 𝗮𝗻𝗱 𝗰𝗵𝗼𝗶𝗰𝗲-𝗹𝗲𝗱 𝗮𝗽𝗽𝗿𝗼𝗮𝗰𝗵 𝘁𝗼 𝗶𝗻-𝗱𝗲𝗽𝘁𝗵 𝗲𝘅𝗽𝗹𝗼𝗿𝗮𝘁𝗶𝗼𝗻. Teacher feedback to children is provided, for those who wish to have personalised interaction. The course materials also...
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 explore, infer, predict, and hypothesise in order to develop an increased understanding of the environment and my relationship to it. 2. I can combine fine-motor, cognitive skills and thinking strategies to achieve increasingly complex patterns of activity to create, communicate, solve-problems and adapt to new situations. 3. I can manipulate objects and resources in order to investigate, take apart, assemble, invent, assemble, construct, and experiment with cause and effect. 4. I can make predictions and generalisations about different environments, and communicate these using language, gestures, numbers, and symbols. 5. I can use language, gestures or visual symbols to communicate and convey meaning about social and personal experiences; mathematical ideas and scientific concepts. ______________________________ Critical Thinking Question(s) 1. Are dragons real? How do we tell the difference between something that is real, and something that is not? 2. What do dragon stories teach us about our world? 3. What would it be like to be a dragon? ______________________________ Science Content and Concepts ~ Living things are adapted to a particular ecology. ~ Living things grow. ~ Engineering involves designing something to solve a problem. ~ The structure of something influences its function. ~ Light comes from a source, and travels through the air. ~ An ecology is made up of many different plants and animals that all interact together. ~ Oil and water are different substances, and oil repels water. ~ Water moves across a surface. ~ Fire is a source of heat and light. ~ We see colour when light is reflected off a surface. ~ Things move and stop as a result of forces. Forces are "pushes" and "pulls". Gravity is a type of force. ______________________________ Mathematics Content and Concepts ~ Counting. ~ Subitising. ~ Comparing number. ~ Composing numbers. ~ Patterns, structure and algebraic thinking. ~ 2D shapes. ~ Composing 2D shapes. ~ Disembedding shapes. ~ 3D shapes. ~ Composing 3D shapes. ~ Spatial visualisation and imagery. ~ Spatial orientation. ~ Measurement (length). ~ Measurement (area). ~ Measurement (angle and turn). ______________________________ Vocabulary and Speech The materials in 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, I weave these into the discussions I have with children through the videos and video chat in the classroom. 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 invite children to "chat" and "talk" with me and other learners using the video feature in this class, about the things that have captured their interest or that they are discovering. I then respond to these conversations and, where appropriate, will introduce new vocabulary, and also extend and stretch each child's confidence in using and understanding vocabulary in speech. The materials in this homeschool package also include simple ideas and prompts for parents/ home educators to extend these vocabulary and language skills through play-based, interest-led and neuroaffirming learning.
I am both a trained nurse and Masters qualified Early Childhood Teacher, and trained in Play Therapy. I have over 30 years experience in working with young children, specialising in designing programs to improve children's developmental, educational/ learning and mental health/ well-being outcomes in both "typical" and complex circumstances. I have received numerous government and industry awards for my work in both teaching and therapeutic practice.
Homework Offered
Assessments Offered
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 in a flex class, I encourage children to talk about their projects - either using video, or having an adult transcribe their words (if they are not yet old enough to write their own thoughts). I then provide feedback to children which 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. I welcome questions and inquiries from parents about their child's learning progress.Grades Offered
Different materials will be needed each week. In summary, over the five-week program, you will need: ~ Paper, A4 or larger size. ~ Things like colourful foil, candy wrappers, etc are idea for this class. But any colourful paper scraps will work (wrapping paper, junk mail brochures, crepe paper, old cards, etc.). If you prefer, you can purchase "foil craft sheets" on amazon or from most craft stores (around $1 - $2) - but this is not necessary. ~ Loose items from around your house (fabric scraps, bits of old wool or yarn, ribbon, buttons, sparkles, sequins) ~ If available: some nice things fond in nature that can be glued on paper (feathers, leaves, flower petals) ~ A black sharpie, marker or texta. ~ White/ pvc/ Elmer's/ school glue - placed in a dish, with a brush. ~ Child-safe scissors. ~ Egg shells ~ Some cheap vegetable oil ~ A packet of paper straws. ~ Food colours. ~ Some paper for painting - water colour paper is ideal, but not essential ~ A simple kitchen sponge ~ Some plain printer paper ~ A roll of kitchen foil ~ either Air dry clay OR a good batch of salt dough to be made with flour, water, salt and oil. A recipe will be provided. ~ Some acrylic paints. I recommend having white + at least 4 different colours. These are available cheaply from most $2 shops or department stores. ~ 3 - 4 paint brushes of different thickness. ~ Some dishes for mixing paints in. ~ Any lovely items you collect on a nature walk - leaves, flowers, acorns, pine cones, interesting pebbles, bits of bark, feathers, etc. ~ Optional: glitter, sequins or other sparkly things.
~ Children will need assistance to prepare and set-up for each core activity. This will typically take 5 - 10 minutes. ~ Younger learners may need some hands-on assistance from a parent with class activities. ~ Some of the materials needed in this class will need to be collected from nature in your local park, streets or neighbourhood. Many families like to do this by doing a treasure hunt on a "nature walk" prior to the class. ~ This class includes a strong focus on children's hands-on participation and agency. Please be aware that some activities are "messy", and 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. ~ In this class you have the option of using home-made salt dough using flour, salt, water and vegetable oil. If your child has food allergies, please ensure to use flour and oil types that they are not allergic to.
his class and its title is inspired by the books "Newt Scamander Fantastic Beasts and Where to Find Them" (J.K. Rowling), "Dragonology" (By Ernest Drake) and "A Natural History of Dragons" (Marie Brennan). These books will not be used directly in this class. Teaching approaches in this class are drawn from: ~ Waldorf and Montessori teaching philosophies ~ Play-based learning, with a focus on Play Profiles (Sara-Lea Chazan). ~ Imaginative Pedagogy (Kieran Egan) ~ Eight-Ways Pedagogy (Tyson Yunkaporta)
PLEASE NOTE: At this time, Alice is on an extended medical leave. She is not currently booking classes and is unable to respond to messages at this time. - - - - - - - - - - - - - - Hello! My name is Alice. Through my independent teaching...
Flex Class
$51
for 5 weeks5 weeks
No live video meetings
Ages 4-8